A Mentoring Programme Based on Competency Development at a Spanish University: An Action Research Study

Autor/inn/en	Lleó, A.; Agholor, D.; Serrano, N.; Prieto-Sandoval, V.
Titel	A Mentoring Programme Based on Competency Development at a Spanish University: An Action Research Study
Quelle	In: European Journal of Engineering Education, 43 (2018) 5, S.706-724 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1415298
Schlagwörter	Mentors; Action Research; Program Descriptions; Trust (Psychology); Foreign Countries; Program Implementation; Undergraduate Students; Value Added Models; Engineering Education; Student Personnel Workers; Interpersonal Competence; Teamwork; Teacher Student Relationship; College Faculty; Decision Making; Self Control; Time Management; Positive Attitudes; Conflict Resolution; Metacognition; Skill Development; Spain + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Ingenieurausbildung; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Decision-making; Entscheidungsfindung; Selbstbeherrschung; Zeitmanagement; Conflict solving; Konfliktlösung; Konfliktregelung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Spanien
Abstract	This article describes an action research (AR) project for designing and implementing a structured mentoring programme in a Spanish university. A student affairs unit, a team of researchers, faculty-mentors and student-protégés worked together on three cycles of AR. The result is a programmatic mentoring programme for the development of non-technical personal and professional competencies for undergraduate students. This paper describes the original situation that sparked the project, the iterative process followed, the tools and guides developed and the final programme designed. In addition to the increase in the level of satisfaction perceived by the entire university, the paper outlines the five critical factors that emerged from the AR project: the competency development process, programme value added, trust between mentors and protégés, the prominence of the student-protégé in the improvement plans and the continuous improvement culture generated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01