Academic Reverse Mentoring - Fostering Inclusive Learning in Higher Education
Authors: Cownie, F. and Khamkar, G.
Conference: Education Conference Faculty of Media and Communication
Dates: 1-5 July 2024
Abstract:Academic reverse mentoring is an innovative practice gaining momentum in higher education institutions worldwide. Unlike traditional mentoring approaches, where senior faculty mentor junior faculty or students, academic reverse mentoring flips the dynamic, with junior individuals mentoring senior counterparts. The traditional hierarchical structure in academia often impedes open communication and collaboration among faculty members and students.
Academic reverse mentoring challenges this hierarchy by promoting two-way learning between individuals of different levels of experience. This presentation highlights the importance of academic reverse mentoring in fostering inclusive and dynamic learning environments. It is based on the pilot project being run in the Department of Communication and Journalism at Bournemouth University, between January to May 2024.
As part of this pilot, postgraduate research students (PGRs) volunteers are paired with a range of academics, some of them are in supervisory roles. The objectives of this pilot are to build connections between individual PGRs and academics, to build PGRs’ confidence and cultural knowledge relating to studying in the UK, to enhance academics’ cultural competencies, and to increase communication between PGRs and academics beyond the supervisory relationship.
This presentation aims to present the outcome of the pilot project to identify the relevance and benefits, if any, of academic reverse mentoring that can contribute to the creation of inclusive learning environments by breaking down barriers between academics and PGR students.
The subsequent plan is to promote academic reverse mentoring across the different faculties at Bournemouth University to encourage inclusive educational environment across different generations and levels of expertise.
https://eprints.bournemouth.ac.uk/40128/
Source: Manual
Academic reverse mentoring: Fostering inclusive learning in Higher Education
Authors: Cownie, F. and Khamkar, G.
Conference: Education Conference Faculty of Media and Communication
Abstract:Academic reverse mentoring is an innovative practice gaining momentum in higher education institutions worldwide. Unlike traditional mentoring approaches, where senior faculty mentor junior faculty or students, academic reverse mentoring flips the dynamic, with junior individuals mentoring senior counterparts. The traditional hierarchical structure in academia often impedes open communication and collaboration among faculty members and students.
Academic reverse mentoring challenges this hierarchy by promoting two-way learning between individuals of different levels of experience. This presentation highlights the importance of academic reverse mentoring in fostering inclusive and dynamic learning environments. It is based on the pilot project being run in the Department of Communication and Journalism at Bournemouth University, between January to May 2024.
As part of this pilot, postgraduate research students (PGRs) volunteers are paired with a range of academics, some of them are in supervisory roles. The objectives of this pilot are to build connections between individual PGRs and academics, to build PGRs’ confidence and cultural knowledge relating to studying in the UK, to enhance academics’ cultural competencies, and to increase communication between PGRs and academics beyond the supervisory relationship.
This presentation aims to present the outcome of the pilot project to identify the relevance and benefits, if any, of academic reverse mentoring that can contribute to the creation of inclusive learning environments by breaking down barriers between academics and PGR students.
The subsequent plan is to promote academic reverse mentoring across the different faculties at Bournemouth University to encourage inclusive educational environment across different generations and levels of expertise.
https://eprints.bournemouth.ac.uk/40128/
Source: BURO EPrints