Ways to perceive the structure of a mentoring program
DOI:
https://doi.org/10.29352/mill0207e.04.00385Keywords:
inclusion, mentoring, program structure, welcoming students in higher educationAbstract
Introduction: Within the scope of the “Summer with Science” project, funded by the Foundation for Science and Technology (FCT), the present work aimed to develop a guiding guide for the creation and implementation of a Mentoring Program (PM), while promoter of inclusion practices in all Organic Units (OU) of the Higher Education Institution (HEI).
Objectives: This scientific article aims to: (i) Characterize the Mentoring Program implemented at the Higher Education Institution through the pilot project in two Organic Units; (ii) Compare the structure of the implemented PM, with other experiences and similar programs in other higher education institutions; (iii) Present a proposal for a PM structure to be implemented at the Higher Education Institution, starting in September 2020, according to the improvements and constraints identified, both in the pilot project and in similar experiences at the Universities of Lisbon and Porto.
Methods: Descriptive and exploratory study, of qualitative nature. Analysis of the data collected in the pilot project “Inclusive Practices at the Higher Education Institution”, as well as data collected through semi-structured interviews, with two mentors and four mentors involved in mentoring projects in other higher education institutions, with a special focus on information related to characterization of the PM implementation. Bibliographic review on the theme “Mentoring in Higher Education, associated with the study of the collected reports. (Silva et al., 2007).
Results: The results obtained at the level of the two main categories “Concepts central to Mentoring” and “Characterization ofthe Mentoring Program” revealed that some similar subcategories and specifications emerged in the pilot study and current study are in accordance with the literature on the implementation of Programs of Mentoring.
Conclusion: In view of the analysis of the data collected, it is possible to affirm that the implementation of Mentoring programs is an unavoidable asset for welcoming newly arrived students and for the consolidation of good inclusion practices in higher education.
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