Developing Research Skills for the Future Workplace through Interdisciplinary Near-Peer Mentoring

Autor/inn/en	Wagner, Claire; du Toit, Jacques
Titel	Developing Research Skills for the Future Workplace through Interdisciplinary Near-Peer Mentoring
Quelle	In: Africa Education Review, 17 (2020) 1, S.181-196 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Claire) ORCID (du Toit, Jacques)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1490155
Schlagwörter	Research Skills; Career Readiness; Interdisciplinary Approach; Peer Teaching; Graduate Students; Foreign Countries; College Seniors; Experiential Learning; Student Experience; Student Attitudes; Psychology; Peer Relationship; South Africa + Suchen Sie Ihr Suchwort? Forschungsleistung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Peer group teaching; Peer Group Teaching; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; College; Colleges; Senior; Hochschule; Fachhochschule; Experiental learning; Erfahrungsorientiertes Lernen; Studienerfahrung; Schülerverhalten; Psychologie; Peer-Beziehungen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Experiential learning is touted as an effective way of imparting research skills. This suggests that master's students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master's students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01