Abstract:

Mentoring is a process whereby an experienced person provides accompaniment to another person who is generally younger, such process being aimed at attaining the purpose agreed between both parties: help the younger person grow. In the university context, this accompaniment should broaden, deepen and gear the knowledge acquired in the degree, by stimulating interest in keeping learning throughout life. However, as far as the student is concerned, the benefits of mentoring do not only refer to the academic and professional field, but also to his/her development as a human being. We believe that, for the student, the university experience as a freshman is fundamental to lay the groundwork for his/her future success. Feeling welcome, integrated and confident enough of his/her abilities to face the challenges of life and their career are the keys of a pedagogical model at the heart of which is the person. The purpose of the study is to define and implement a Mentor Program at Universidad Europea de Madrid-UEM, whose main objective is to accompany the student during his/her time at the university to turn him into an excellent professional. During the first year, the mentor's work focuses on the optimal adaptation process and on accompanying the students in overcoming uncertainties and doubts of the initial period (academic success, satisfaction with the choice of degree, perseverance in the studies), as well as to motivate and strengthen their future projects. The methodology is quantitative. The study analyzes the date obtained from the survey on satisfaction with Mentor Program conducted in 2017 at UEM, Universidad Europea de Valencia and Universidad Europea de Canarias. The response ratio amounted to 20.73%, and the total number of respondents was 506. The opinion of new students is essential to know the scope of the implementation of the Mentor Program. Results shows that 93% of students finds it appropriate to have a Mentor. Satisfaction with the Host Mentor, the mentor during his/her first year at university, does not have the same success in all faculties and/or universities. The results of the satisfaction survey of the Program indicate that the highest satisfaction with the Host Mentor at UEM is found at Sport Science Faculty, with 3.62 out of 5 points in a 0-5 scale. The faculties with the best satisfaction rate with the Host Mentor at UEV and the UEC are the faculties of Social Science, with 3.89 and 4.08, respectively. One of the keys to the success of the satisfaction in Sport Science Faculty is that this faculty has taken ownership of the Mentor Program implementation, leading and managing Host Mentor’s support and coordination. For that, the clarification of the mentor's functions, as well as the leadership and support from the academic leaders in the faculties are important elements for the achievement of the Mentor Program scope in all areas. Some recommendations, resulting from the study carried out, should focus on giving the student the possibility to choose the mentoring option from enrollment process at University, before starting the first course. With regard to mentors, highlight the importance of recognition of their work and dedication to mentoring as part of their teaching assignment and thus reward their effort to perform this role. It would also be positive to introduce the figure of nexus students, promoting peer mentoring activities, and include it as modality of mentoring within the Mentor Program.

Keywords:

Mentor Program, Higher Education, university, student.