UNIVERSITY OF BOLTON
Peer Mentoring Pilot Scheme (2010-11):
Update Report
By Debra Elliott on behalf of the Student Liaison Officers
The following report evaluates the Peer Mentoring Pilot Scheme which was implemented by
the Student Liaison Officers in the Schools of Arts, Media & Education (AME), Health &
Social Sciences (HSS), Business & Creative Technologies (BCT) and Built Environment &
Engineering (BEE). The purpose of this report is to give members of the LEPD Committee
an insight into the Peer Mentoring Pilot. The report collates statistics and information from
each of the Schools.
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Table of Contents
Section 1:Introduction ............................................................................................. 1
Section 1:Background ............................................................................................. 1
Section 2:Recruitment of Peer Mentors and Mentees........................................... 2
Section 3:The Matching Process for Peer Mentors and Mentees ........................ 3
Section 4:General Overview and Statistical Analysis .. ..................................... 4-7
Section 5:Feedback from Peer Mentors and Mentees ..................................... 7-11
Section 6:Recommendations ................................................................................ 11
Appendices ............................................................................................................. 12
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1. Introduction
During 2010-11, the Student Liaison Officers (SLO’s) implemented a Peer Mentoring pilot
scheme within each of the four academic Schools. The pilot scheme was possible due to the
funding and support provided by the Deputy Vice-Chancellor. The following report aims to
update members of the LEPD on the initial findings and data resulting from the peer
mentoring pilot scheme.
1.1 Background
The rationale for the peer mentoring pilot scheme was to respond to students needs by
providing additional support. The SLO’s annual reports during 2008-9 and 2009-10
recognised that students often requested supplementary support. Therefore, the peer
mentoring pilot scheme was implemented with a view to complementing the university’s
existing provision.
The aims of the peer mentoring pilot scheme support the university’s employability and
retention strategies and were to:

Enable peer mentors to increase their employability skills and ultimately enhance
their C.Vs.

Enable mentees to benefit from study skills support and personal support in order to;
aid transition, encourage independent study and to overcome barriers to learning.
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2. Recruitment of Peer Mentors and Mentees
The majority of peer mentors were recommended by academic staff that had firsthand
knowledge of the students and an awareness of their interpersonal skills. In cases where the
SLO’s recruited peer mentors directly, an academic reference was sought in order to
safeguard the decision. The SLO’s ensured that all peer mentors were high achievers. Each
potential mentor was interviewed and trained prior to being matched with a mentee.
The peer mentors’ training was based on the materials and guidelines provided by the
Mentoring and Befriending Foundation (MBF), however, this was adapted to meet the needs
of the University of Bolton’s student body. It is worthwhile to note that throughout the initial
stages of the pilot scheme the SLO’s have liaised with MBF and colleagues based at other
HEIs in order to obtain their feedback and advice which has helped to develop the scheme.
For the purpose of the pilot scheme, peer mentors were invited to complete the ASDAN Peer
Mentoring Award Certificate. ASDAN is a charitable social enterprise with awarding body
status. The SLO’s will be assessing the peer mentors’ work for this award and will assist the
students where required.
Students who requested peer mentor support, i.e. mentees, were recruited using varying
methods. This was either by ‘self-referral’, where the student approached the SLO or the
peer mentor directly, or by ‘academic referral’ where a member of staff would request a peer
mentor to assist a student. The SLO’s also promoted peer mentors, when it was appropriate,
to students who were struggling with their studies. In all cases, paperwork was completed to
evidence the route taken and confidentiality was discussed.
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3. The Matching Process for Peer Mentors and Mentees
Whenever it was possible, the SLO’s matched mentees to peer mentors who were on the
same pathway. In most cases the peer mentors would usually be one or two years ahead of
their mentee. This process ensured that the mentee would benefit from the experience of
their peer and this would avoid any potential collusion. Documentation was given to the
students and this encompassed; meetings, action plans and session reviews. On several
occasions students requested study support from pathways that the peer mentors were not
recruited from. In order to resolve the situation the SLO’s have reacted to the mentees’
demands by recruiting additional peer mentors from the course in question. The peer
mentors have been very flexible throughout the pilot and have assisted mentees wherever
they could, i.e. peer mentors with previous experience of Access, Foundation and core
modules on various degree programmes have offered to help students.
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4. General Overview of the Peer Mentoring Pilot Scheme and Statistical Analysis
The following data will analyse and present an overview of the peer mentors and mentees
that have been involved in the peer mentoring pilot scheme. Chart 1, as below, lists the Peer
Mentors who were recruited initially and those who supported the pilot scheme throughout.
Chart 1:
Academic School:
AME
BCT
BEE
HSS
No. of Peer
Mentors Originally
recruited:
Pathways:
PGDE
Creative Writing
English & History
Access to HE
Accountancy
Business Management
Law
Tourism
Foundation Degree
Mechanical Engineering
Automobile Engineering
Civil Engineering
Electronic & Computer
Engineering
ABCQs
PhD
Sports Science &
Coaching
Sports & Exercise
Science
Sports Development
Youth & Community
Counselling &
Psychology
Psychology
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4
1
1
4
9
6
0
2
2
1
5
2
No. of Peer
Mentors who
remained on the
pilot:
6
4
1
1
5
9
4
1
2
2
0
4
2
7
1
3
5
1
2
1
1
2
2
4
2
4
1
0
The main reasons that peer mentors left the pilot scheme were due to health or
personal/family commitments. In some cases the peer mentors advised that they did not
realise the extent of their workload for higher level modules and therefore felt they were
unable to commit to the mentoring scheme. A few students intimated that they would have
preferred to be involved with the mentoring scheme on a more casual basis.
Chart 2 illustrates the gender of the 56 peer mentors who participated and remained on the
pilot scheme. Within the academic schools the gender of peer mentors varied according to
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the programmes of study that they were attached to, e.g. within BEE, 70% of peer mentors
were male compared to 16% in AME. However, in BCT and HSS both genders were equally
weighted and this reflects the cohort structures.
Chart 2:
Chart 3 below indicates the gender of the 59 mentees who participated in the pilot scheme.
Chart 3:
The data utilised in chart 3 has been broken down further, by academic school, to confirm
the number of mentees who joined the scheme and their gender by school; this is tabled in
chart 4.
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Chart 4:
Mentee Information:
Pilot Scheme Total:
Number of
Mentees
59
No of Female
Mentees
23
No. of Male
Mentees
36
Analysed by School:
AME
BEE
BCT
HSS
2
22
25
10
1
6
8
8
1
16
17
2
Chart 5, shown below, indicates the average age of the Peer Mentors and Mentees within
the Schools. Within BCT and HSS there was an equal distribution of traditional and nontraditional mentees. It was interesting to note that the mentees within AME and BEE were
chiefly mature students.
Chart 5:
Academic School
AME
BEE
BCT
HSS
Average age of Peer
Mentor
34
27
31
25
Average age of Mentee
29
28
31
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The type of support requested by mentees was mainly ‘study skills support’ and this is noted
in chart 6. ‘Other Support’ requested by mentees has encompassed issues connecting to;
personal support (which included confidence building, stress reduction strategies and signposting) and transitional issues (which included orientation and cultural awareness).
Chart 6
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The data in Chart 7 indicates that the largest ethnic group for mentees was black African
students; in BCT this equated to 65% of mentees and 45% in BEE.
Chart 7
5. Feedback from Peer Mentors and Mentees:
Feedback relating to peer mentors and mentees has been collated throughout the scheme.
However, in order to evaluate the scheme further, the SLOs emailed a short online survey to
the peer mentor and mentees. (Please see Appendices 1 and 2).
5.1) Feedback from Peer Mentors:
With regards to the Peer Mentor Questionnaire (Appendix 1) the following data has been
obtained:
Question 2 feedback) The majority of peer mentors, 80%, confirmed that they mentored
one student due to their commitments and they were comfortable with this. Peer mentors
were aware that they had the opportunity to ask the SLOs for further mentees, if they felt
they were able to assist further, but they were not obliged to do so. The remaining 20% of
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peer mentors assisted additional students on a one-to-one basis and also facilitated learning
within study groups.
Question 3 feedback) All peer mentors advised that they were happy with the matching
process and thought it was well considered. Several of the peer mentors commented that
they were confident in the knowledge that they would understand how their mentee felt as
they already had an understanding of the course and the challenges ahead.
Question 4 feedback) A small number of peer mentors reported that they had experienced
problems with their mentees when they did not turn up for meetings. As per the agreed
procedures, the SLOs were informed and intervened where it was appropriate.
Question 5 feedback) Responses from peer mentors indicated that 40% of mentees had
talked about leaving the university due to: “feeling overwhelmed” or “feeling a failure at not
passing”. Peer mentors have described how they have helped their mentees to cope by
discussing action plans, time management skills and other relevant study skills. Peer
mentors also advised despondent mentees not to leave the university but to consider
pursuing a course that matched their skills set and to discuss this initial worry with their
course leader. This data reinforces the impact that the peer mentors are having and how
they are assisting the university’s retention strategy.
Question 6 feedback) Study skills support, as shown in chart 6, was requested by the
majority of mentees. However, it is interesting to note that the peer mentors usually provided
additional support, (such as personal support, sign-posting or orientation), in addition to the
study skills support that was initially requested.
Question 7 feedback) All the peer mentors have advised that being involved in the peer
mentoring pilot had benefited them personally and their responses are collated in chart 8.
The peer mentors confirmed that it had helped to increase their confidence, reinforce their
study skills and assisted their career development. In cases where peer mentors were not
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matched with a mentee, they have still responded positively to this question and advised that
the training process helped to instil confidence and strengthen their skills set.
Question 8 feedback) The main areas in which peer mentors experienced improvement or
development were related to coaching skills, communication skills and study skills. The
responses are illustrated in chart 9 below.
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5.2) Feedback from Mentees:
With regards to the Mentee Questionnaire (Appendix 2) the following data has been collated:
Question 2 feedback) All mentees reported that they were happy with their peer mentor.
The SLOs initially informed the mentees about the matching process and if they had any
reservations to contact them, as per the procedures.
Question 3 feedback) Responses indicate that mentees have required on average 4-5
meetings.
Question 4 feedback) Contact for the mentees was predominantly one-to-one, email and
telephone/text. In addition to this, mentees have contacted peer mentors via social
networking sites.
Question 5 feedback) The type of help sought was primarily study skills support and this is
shown in chart 5.
Question 6 feedback) Mentees commented that they had developed study skills, self
confidence, communication skill and time management skills as a result of mentoring. The
responses are illustrated below in chart 10.
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Question 7 feedback) 85% of mentees responded and advised that they were now ‘very
confident’ in the main area of support that their peer mentor assisted them with. The
remaining 15% of mentees commented that they were ‘slightly more confident’ in the area
supported.
Question 8 feedback) The majority of mentees were positive and commented that their
peer mentor was able to help them out.
Question 9 feedback) Overwhelmingly 90% of students stated that they would benefit from
having a peer mentor in the future.
6. Recommendations
Taking into account the feedback collated from all parties, the SLO’s would like to propose
the following recommendations:

To extend and open up the peer mentoring scheme to all programme leaders across
the university. This will hopefully encourage further collaboration which would
ultimately benefit more students and the university as a whole.

The peer mentoring scheme should aim to achieve the ‘Approved Provider Standard’
(APS) from the Mentoring & Befriending Foundation. APS would underpin and
validate the peer mentoring scheme in the university. This accreditation is a
nationally recognised benchmark for mentoring and would be valid for three years on
attainment.

To consider accreditation for peer mentors which would contribute to gaining
additional degree credits. To establish links to the University of Bolton Award.
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Appendix 1) Peer Mentor Online Questionnaire
The Peer Mentor Questionnaire asked the following questions:
1.
2.
3.
4.
5.
6.
7.
Name
How many mentees have you mentored?
Were you satisfied with the matching process?
Did you have any issues or problems with your mentee/s?
Did your mentee/s ever talk about leaving the course?
What type of assistance did you provide to your mentee/s?
Do you feel that mentoring has helped you in any of the following areas? Please
select from the list; self-confidence, career development, reinforced own study skills,
communications or other.
8. Which skills do you feel you have developed or improved as a result of your
mentoring? Please select from the list; communications skills, ability to motivate
others i.e. coaching skills, self reflection skills, enhanced self awareness,
employability skills or other skills.
Appendix 2) Mentee Online Questionnaire
The Mentee Questionnaire asked the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Name
Were you satisfied with your peer mentor?
How many meetings did you have with your peer mentor?
What type of contact did you have with your peer mentor? Please select any from the
list; 1-to-1, peer assisted learning i.e. your learning was in a group with other
students from your course, e-mentoring i.e. help via email, social network sites,
instant messaging, telephone or other.
What type of help did you require from your peer mentor? Please select any from the
list; study skills support, sign-posting, personal support, orientation or other.
Which skills do you feel you have developed or improved as a result of being
mentored? Please select any from the following; study skills, communications skills,
self confidence, time management or other skills.
Reflecting on the main area of support that you have received from your peer
mentor, which one of the following statements would you agree with? A) I feel
extremely confident in this area. B) I feel very confident in this area. C) I feel slightly
more confident in this area. D) I still do not feel confident in this area.
Were there any areas that your peer mentor could not help you with?
Do you feel you would benefit from having a peer mentor in the future?
NB: Students who selected ‘other’ in response to any of the questions were directed to
the online comments box.
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