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A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives

Menna Brown Orcid Logo, Nicole Chartier

Journal of Learning Development in Higher Education, Volume: 36

Swansea University Authors: Menna Brown Orcid Logo, Nicole Chartier

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DOI (Published version): 10.47408/jldhe.vi36.1486

Abstract

Peer mentoring provides academic, social, and pastoral support to students. This enhances their educational experience and supports learning. However less is known about the value for international master’s students studying in the UK. To address this gap, this study introduced and evaluated a peer...

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Published in: Journal of Learning Development in Higher Education
Published: 2025
URI: https://cronfa.swan.ac.uk/Record/cronfa69745
first_indexed 2025-06-16T12:50:45Z
last_indexed 2025-06-17T05:24:31Z
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spelling 2025-06-16T14:16:42.2558404 v2 69745 2025-06-16 A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives cf3c261a9100f79a3f1d018fa4066595 0000-0003-1427-1648 Menna Brown Menna Brown true false 36ca061f6f39d610f8764d250f33995f Nicole Chartier Nicole Chartier true false 2025-06-16 MEDS Peer mentoring provides academic, social, and pastoral support to students. This enhances their educational experience and supports learning. However less is known about the value for international master’s students studying in the UK. To address this gap, this study introduced and evaluated a peer assisted study session (PASS) model of peer mentoring. Mentee expectations were explored at baseline: these were high and varied considerably. The post intervention survey showed students were (78-82%) highly satisfied with the quality, range of topics, usefulness, and opportunities for peer interaction provided by the ten-week, in-person programme. Equally mentors valued the experience; they developed leadership and communication skills, deepened their subject knowledge, and gained transferable skills. Despite this, mentees and mentors alike called for additional, longer sessions, and smaller mentor to mentee ratios to meet the demands and challenges faced by international students. Recommendations and practical implications for programme teams are identified. Journal Article Journal of Learning Development in Higher Education 36 PASS, peer mentoring, international students, postgraduate students, learning environment 15 6 2025 2025-06-15 10.47408/jldhe.vi36.1486 COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University Not Required n/a 2025-06-16T14:16:42.2558404 2025-06-16T13:35:40.7531465 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Menna Brown 0000-0003-1427-1648 1 Nicole Chartier 2 69745__34489__9823b1c8a9f84bb4918009b6e28eec00.pdf 69745.VoR.pdf 2025-06-16T14:14:14.8854079 Output 422072 application/pdf Version of Record true ©2025 The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License. true eng https://creativecommons.org/licenses/by/4.0/
title A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
spellingShingle A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
Menna Brown
Nicole Chartier
title_short A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
title_full A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
title_fullStr A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
title_full_unstemmed A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
title_sort A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students; Mentee and Mentor perspectives
author_id_str_mv cf3c261a9100f79a3f1d018fa4066595
36ca061f6f39d610f8764d250f33995f
author_id_fullname_str_mv cf3c261a9100f79a3f1d018fa4066595_***_Menna Brown
36ca061f6f39d610f8764d250f33995f_***_Nicole Chartier
author Menna Brown
Nicole Chartier
author2 Menna Brown
Nicole Chartier
format Journal article
container_title Journal of Learning Development in Higher Education
container_volume 36
publishDate 2025
institution Swansea University
doi_str_mv 10.47408/jldhe.vi36.1486
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Public Health{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Public Health
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description Peer mentoring provides academic, social, and pastoral support to students. This enhances their educational experience and supports learning. However less is known about the value for international master’s students studying in the UK. To address this gap, this study introduced and evaluated a peer assisted study session (PASS) model of peer mentoring. Mentee expectations were explored at baseline: these were high and varied considerably. The post intervention survey showed students were (78-82%) highly satisfied with the quality, range of topics, usefulness, and opportunities for peer interaction provided by the ten-week, in-person programme. Equally mentors valued the experience; they developed leadership and communication skills, deepened their subject knowledge, and gained transferable skills. Despite this, mentees and mentors alike called for additional, longer sessions, and smaller mentor to mentee ratios to meet the demands and challenges faced by international students. Recommendations and practical implications for programme teams are identified.
published_date 2025-06-15T05:29:25Z
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