Meanings attributed to the mentoring program implemented in a higher education institution

Authors

  • Emília Coutinho Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal | UICISA:E, ESEnfC, Coimbra / SIGMA – Phi Xi Chapter, ESEnfC, Coimbra, Portugal | UMIS ESSS-IP Santarém https://orcid.org/0000-0002-9506-4626
  • Elisa Santos Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal https://orcid.org/0000-0003-4530-7017
  • Inês Esteves Instituto Politécnico de Viseu, Escola Superior de Tecnologia e Gestão de Viseu, Viseu, Portugal https://orcid.org/0000-0003-1473-4526
  • Rita Tavares Instituto Politécnico de Viseu, Escola Superior de Tecnologia e Gestão de Viseu, Viseu, Portugal https://orcid.org/0000-0003-2824-8465
  • Cláudia Chaves Instituto Politécnico de Viseu, Escola Superior de Tecnologia e Gestão de Viseu, CIDEI, Viseu, Portugal https://orcid.org/0000-0002-8103-7221
  • Paula Correia Instituto Politécnico de Viseu, Escola Superior Agrária de Viseu, CERNAS, Viseu, Portugal https://orcid.org/0000-0002-2023-4475
  • Paula Marques Santos Instituto Politécnico de Viseu, Escola Superior de Tecnologia e Gestão de Lamego, CEPESE, Viseu, Portugal https://orcid.org/0000-0002-1350-4203

DOI:

https://doi.org/10.29352/mill0207e.11.00386

Keywords:

inclusion, mentoring, meanings, roles played in mentoring, higher education

Abstract

Introduction: The present work is based on the interest in monitoring the processes developed and experienced under the Mentoring Program of a higher education institution, during the academic year 2019/2020. The implementation of the principles of inclusive education in higher education is a challenge to the institution itself, teachers and students, which can be realized in the implementation of Mentoring Programs.

Objectives: To understand the significance of the implementation of the Mentoring Program for students; Recognize which were the main roles played in mentoring.

Methods: This study starts from the entry into the field in the Mentoring Project existing of a higher education institution, through the methodological tools of the descriptive and exploratory study, of a qualitative nature. The sociopoetic methodology was used to approach the data collected in the study's database: “Inclusive practices at the institution: Perceptions about the Implementation of a Mentoring Program”.

Results: The results, obtained subjectively and empirically, allowed us to conclude that from "Meaning Attributed to the Implemented Mentoring Program" nine categories emerged, namely: "Meaning attributed to the moment when it started"; “Meaning attributed to the form of selection of the mentor-mentored pair”; "Meaning attributed to the guidelines received"; “Meaning attributed to the functions attributed to the tutor”; “Meaning attributed to the functions assigned to the mentor”; “Meaning attributed to the frequency and duration of the meetings”; "Meaning attributed to the established Mentoring relationship"; "Meaning attributed to the continuity of the Program in the institution" and "Meaning attributed to the value attributed to the Program".

Conclusion: This research work provided another approach to Mentorship in terms of form and style. However, there should be no doubt that Mentoring is always an instrument for the inclusion of all students, regardless of their individual characteristics, and the mentor must be supportive, a source of support, a support, not assuming protagonism, since the centre of the Mentoring Program are students and their full inclusion in the institutional and academic universe.

Author Biography

Emília Coutinho, Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal | UICISA:E, ESEnfC, Coimbra / SIGMA – Phi Xi Chapter, ESEnfC, Coimbra, Portugal | UMIS ESSS-IP Santarém

Departamento: Enfermagem

Área: Enfermagem de Saúde Materna, Obstetrícia e Ginecologia

References

Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 42-59.

Arantes, L.S., & Viegas, T.O.C. (2018). Mentoring para universitários: potencializando o desempenho profissional. Revista Atlante: Cuadernos de Educación y Desarrollo.https://www.eumed.net/rev/atlante/2018/10/mentoring-universitarios.html//hdl.handle.net/20.500.11763/atlante1810mentoring-universitarios

Arnesson, A., & Albinsson, G. (2017). Mentorship – a pedagogical method for integration of theory and practice in higher education. Nordic Journal of Studies in Educational POLICY; Vol. 3, 3, 202–217. https://doi.org/10.1080/20020317.2017.1379346

Clark, D.C. (2018). A Call for Multiculturalism in Higher Education. Acedido em https://diverseeducation.com/article/128883/

Correia, L. (2013). Inclusão e necessidades educativas especiais: Um guia para educadores e professores (2.ª Edição). Porto, Porto Editora.

Freire, T., & Beiramar, A. (2017). Tutorias por pares: acolher, promover e potenciar os estudantes do ensino superior. In: Almeida, L.S., & Castro, R.V. de (Orgs.). Ser Estudante no Ensino superior: As respostas institucionais à diversidade de públicos (pp. 13-22). Centro de Investigação em Educação (CIEd). Instituto de Educação, Universidade do Minho. Acedido em https://repositorium.sdum.uminho.pt/bitstream/1822/45129/1/2017-Ser-Estudante-no-Ensino-Superior.pdf

Girão, P.B.R. (2013). O mentoring no ensino superior. (Dissertação de Mestrado). Faculdade de Economia da Universidade de Coimbra. Acedido em https://core.ac.uk/download/pdf/19731776.pdf

Kahle-Piasecki, L, & Doles, S. (2015). A Comparison of Mentoring in Higher Education and Fortune 1000 Companies: Practices to Apply in a Global Context. Journal of Higher Education Theory and Practice; Vol. 15(5), 74-79.

Lunsford, L.G., Crisp, G., Dolan, E.L., & Wuetherick, B. (2017). Mentoring in Higher Education. BK-SAGE-CLUTTERBUCK-160405-Chp20.indd (pp. 316-334). Acedido em https://www.researchgate.net/publication/316492391_Mentoring_in_Higher_Education/link/5900ec670f7e9bcf65465ff3/download

Newman, I., & Conway, J. (2016) The nature of Iinclusive Llearning Eenvironments. The Journal of Inclusive Practice in Further & Higher Education, 7,100-111.

Phillips, A. (2019). The Quest for Diversity in Higher Education. Pepperdine Policy Review; Vol. 11, Article 4. Acedido em https://digitalcommons.pepperdine.edu/ppr/vol11/iss1/4

Santos, M. H., (2018). Sociopoética: Um método de pesquisa a favor da não-violência, dignidade e integralidade do ser humano no âmbito educacional. Revista Semana Pedagógica, 1, pp. 160-162.

Tinoco-Giraldo, H., Sánchez. E.M.T., & García-Peñalvo, F.J. (2020). E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research. Sustainability; 12, 4344, 2-23; doi:10.3390/su12114344

Tomelin, K.N., Dias, A.P.I., Sanchez, C.N.M., Peres, J., & Carvalho, S. (2018). Educação inclusiva no ensino superior: desafios e experiências de um núcleo de apoio discente e docente. Rev. Psicopedagogia; 35(106): 94-103. Acedido em http://pepsic.bvsalud.org/pdf/psicoped/v35n106/11.pdf

UNESCO (1994). Declaração de Salamanca e enquadramento da acção na área das necessidades educativas especiais. Lisboa: IIE.

Ximenes, C.A. (2014). O mentoring como ferramenta de apoio à gestão de recursos humanos: um estudo de caso. Tese de Doutoramento. Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais. Acedido em https://comum.rcaap.pt/bitstream/10400.26/7879/1/Tese%20-%20Carlos%20Ximenes%20-%20Mentoring_18%20DEZ%202014.pdf

Published

2020-12-18

How to Cite

Coutinho, E., Santos, E., Esteves, I., Tavares, R., Chaves, C., Correia, P., & Marques Santos, P. (2020). Meanings attributed to the mentoring program implemented in a higher education institution . Millenium - Journal of Education, Technologies, and Health, 2(7e), 95–105. https://doi.org/10.29352/mill0207e.11.00386

Issue

Section

Education and Social Development Sciences