As the second most popular course for UAC applicants in 2024 (just behind Medicine), the UTS Bachelor of Business has some of the largest enrolments across the University. The degree, along with associated combined degrees, sees an intake of over 1700 students each year, with a range of students from domestic, international and non-traditional pathways.
Whilst student transition can be difficult with large cohorts like Business, the UTS Business Mentors Program has developed a peer-based structure that has become part of the core student experience within the Bachelor of Business. Mentors are experienced students and are embedded in first year classrooms in Accounting & Accountability (AAA, coordinated by A/Prof Amanda White) and People and Organisations (P&O, coordinated by Dr. Tracey Walmsley), positively impacting all students completing these two first-semester subjects.
This post aims to share key lessons in developing a meaningful role for mentors in the modern university environment.
Develop clear roles and expectations for mentors
In Autumn 2024, the mentoring program in People & Organisations was refreshed to improve consistency in the role of mentors within the classroom. We considered four key roles played by a mentor (Levinson, 1986, mentioned in Luna & Cullen, 1995):
- A teacher – enhancing an individual’s skills and intellectual development;
- A sponsor – using influence to facilitate an individual’s entry and advancement;
- A host and guide – welcoming the individual into a new occupational and social world and acquainting the individual with its values, customs, resources, and role players;
- An exemplar – providing role modelling behaviour.
By leveraging management and team development theory taught to student mentors previously, the program introduced weekly standups with Subject Coordinator Dr. Tracey Walmsley, where the goal of each activity within a tutorial was explained and the role for mentors defined. In addition, a briefing booklet setting engagement expectations was created which helped students new to the mentoring program navigate the subject. A specific MS Teams site for collaboration and sharing of resources was also set up and used.
We made the recent enhancements to achieve a consistent approach across the subject and provide mentors with resources to help them excel in their roles. It turned out that we not only achieved those objectives, but we noticed an uplift in the value-add provided to students and general classroom activities, and there was clarity in terms of the role of the mentor.
The changes translated into a ‘one team’ approach being adopted across the P&O subject which was a huge bonus for students, mentors, and the teaching team.
Dr. Tracey Walmsley (Subject Coordinator, People & Organisations)
Through regular briefings and the expectations document, the role of the sponsor, host, guide and exemplar was emphasised to student mentors, aligning the program with the needs of the subject. The program also integrates with the Student Experience Framework by utilising student mentors as partners to drive belonging and improve wellbeing in the subject.
Treating mentors as partners with trust and responsibility
In Spring 2023, senior mentors suggested that the answers for the in-class assessment in Accounting & Accountability should be provided as part of the mentoring briefing. This was driven from a desire in part to increase their effectiveness as a guide through giving feedback to students as they completed in-class activities, however a clear delineation was required between the mentor’s role and that of the tutor.
To reinforce the role of the mentor and to address concern on the risk of answers being shared to students, expectations were clearly set with mentors, focusing on personal responsibility and trust. Documentation for mentors emphasised:
- Mentors were being trusted to hold the answers in confidence;
- Mentors should not feel pressured to know answers by heart, but rather to guide students, especially with the use of tools like excel;
- Advice on ‘course correcting’ students by being curious about their approach or assumptions in attempts to answer questions.
After the tutorial, mentors were asked to send a short email indicating whether having the answers was a help or hindrance to the activity. The change was well received, with mentors responding positively and explaining that they were more able to clearly assist students in skills development.
I also love the idea of providing tutorial answers to the mentors – it makes it much easier to prompt the student to recheck what formula they have used, etc.
Mentor J.K.
Through AAA workshops, mentors are able to play a key role as a host, guide, exemplar and sponsor, and in tutorials can enhance their role as a teacher by helping students build key excel skills as they learn accounting. The duality of these roles help students leverage academic engagement and build student success through a genuine partnership.
It is a fine line between supporting and teaching, and providing solutions to our tutorial question helps our mentors guide students towards finding that solution – it requires mentors and tutors to work together to identify that line and not step over it.
A/Prof Amanda White (Subject Coordinator, Accounting & Accountability)
The UTS Business Mentors Program is an excellent example of peer mentorship embedded in curriculum, allowing for an equitable and sustainable approach to peer mentoring. The team has recently expanded into a third subject and assisted the Faculty of Health with their pilot program in Spring 2024. Academic and Professional Staff are welcome to contact the team for further information and assistance: Business.Mentors@uts.edu.au