Triadic partnerships: Evaluation of a group mentorship scheme

Auteurs-es

  • Anna M Foss Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine (LSHTM)
  • Sophia Kohler Former MSc student of LSHTM
  • Sumedh Kulkarni Former MSc student of LSHTM
  • Natalina Sutton Former MSc student of LSHTM
  • Mary-Ann Schreiner Former MSc student of LSHTM
  • Nicolò Saverio Centemero Former MSc student of LSHTM and Health Informatics Unit, Ente Ospedaliero Cantonale, Bellinzona, Switzerland
  • Grace Mambula Former MSc student of LSHTM
  • Diederik Lohman Former MSc student of LSHTM
  • Sarah C Smith LSHTM
  • Rebecca French LSHTM

DOI :

https://doi.org/10.15173/ijsap.v6i1.4858

Mots-clés :

students as partners, triadic partnerships, alumni, mentorship, distance learning

Résumé

We synthesised views and experiences of three teams (student mentees, alumni mentors, and staff) in our pilot mentorship scheme within a distance learning MSc, evaluated the scheme, and developed a conceptual model of “triadic partnerships.” Thematic analysis of our qualitative data revealed a strong consensus across all teams. The triadic partnerships were reported to help reduce the feeling of “distance” in distance learning. Through developing triadic partnerships, our mentorship scheme provided added value beyond that offered previously by staff alone: credible and relatable authenticity within supportive mentoring by alumni. Since the scheme’s launch, student engagement has increased, with high levels of reported satisfaction and positive feedback and greater confidence among all teams. Our research connects the framework developed by Healey et al. (2014, 2016) to the literature on mentoring, offering a conceptual model on triadic partnerships. We encourage readers to consider the different relationships within multidimensional student partnerships in their own contexts.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2014). What can "thematic analysis" offer health and wellbeing researchers? International journal of qualitative studies on health and well-being, 9, 26152-26152. https://doi.org/10.3402/qhw.v9.26152

British Educational Research Association. (2011). Ethical Guidelines for Educational Research. Retrieved from https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf

Cook-Sather, A., & Abbot, S. (2016). Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves. Retrieved from https://doi.org/10.20343/teachlearninqu.4.2.5.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Chapter 1: What Are Student-Faculty Partnerships? Our Guiding Principles and Definition. In Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: John Wiley & Sons.

De Civita, M., & Dobkin, P. L. (2004). Pediatric adherence as a multidimensional and dynamic construct, involving a triadic partnership. J Pediatr Psychol, 29(3), 157-169. https://doi.org/10.1093/jpepsy/jsh018

Deveaux, F. (1997). The Triadic Partnership: School, Home and Community. Journal of Family Psychotherapy, 8(1), 43-51. https://doi.org/10.1300/J085V08N01_04

Durham University and Lune Rivers Trust. (2011). Participatory Action Research Toolkit Durham: Durham University. Retrieved from https://www.dur.ac.uk/resources/beacon/PARtoolkit.pdf

Elliott, J. (1991). Action Research for Educational Change. Retrieved from https://another-roadmap.net/articles/0002/0968/elliott-action-research-for-educational-change-1991.pdf

Foss, A. M. (2019). Alumni-to-Student Group Mentoring at a Distance. Webinar hosted on 26 June 2019 by Sarah Sherman (Service Manager of the Bloomsbury Learning Environment) with participants from LSHTM and other Bloomsbury institutions, London. Retrieved from https://www.ble.ac.uk/events.html

Foss, A. M., Mambula, G., Kohler, S., French, R., van Steirteghem, S., Hare, O. P., Sumedh, Schreiner, M.-A., Bachan, V., Sutton, N., Osigbesan, T., Tekkal, N., Centemero, N. S., Fogarty, J., Hill, M., Plowman, R., & Tait, A. (2019). Enhancing student engagement through an alumni-peer mentorship scheme for Public Health MSc students undertaking a research project via distance learning. Paper presented at the 13th Research and Innovation in Distance Education, and eLearning (RIDE) annual conference. 15 March 2019, London, UK.

Fung, D. (2017). A Connected Curriculum for Higher Education London. Retrieved from https://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education

Green, J., & Thorogood, N. (2014). Qualitative methods for health research (Third ed.). Los Angeles: SAGE.

Harrington, K., Sinfield, S., & Burns, T. (2016). Chapter 6: Student engagement. In Enhancing Teaching Practice in Higher Education (Vol. 2021). London: SAGE.

HE Academy. (2015). Framework for student engagement through partnership. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/framework-student-engagement-through-partnership.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. Retrieved from https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf

Healey, M., Flint, A., & Harrington, K. (2016). Students as Partners: Reflections on a Conceptual Model. Retrieved from https://doi.org/10.20343/teachlearninqu.4.2.3

Huizing, R. L. (2012). Mentoring Together: A Literature Review of Group Mentoring. Mentoring & Tutoring: Partnership in Learning, 20(1), 27-55. https://doi.org/10.1080/13611267.2012.645599

Kaur, A., & Noman, M. (2020). Investigating Students' Experiences of Students as Partners (SaP) for Basic Need Fulfilment: A Self-Determination Theory Perspective. Journal of University Teaching & Learning Practice, 17(1). Retrieved from https://ro.uow.edu.au/jutlp/vol17/iss1/8

Matthews, K. E. (2017). Five Propositions for Genuine Students as Partners Practice. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3315

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

Terrion, J. L., & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review. Mentoring & Tutoring: Partnership in Learning, 15(2), 149-164. https://doi.org/10.1080/13611260601086311

Téléchargements

Publié-e

2022-05-10

Comment citer

Foss, A. M., Kohler , S., Kulkarni , S. ., Sutton , N., Schreiner , M.-A., Centemero, N. S. ., Mambula , G., Lohman , D., Smith , S. C., & French, R. (2022). Triadic partnerships: Evaluation of a group mentorship scheme . International Journal for Students as Partners, 6(1), 199–211. https://doi.org/10.15173/ijsap.v6i1.4858

Numéro

Rubrique

Research Articles