Abstract:

In general, the term Tutor means: the one who represents..., the one who looks after..., the one who is entrusted with and responsible for another person..., the one who tutors someone... In any case, "mentoring" always implies tutoring, guiding, assisting and helping through guidance and counselling. At the University, tutorial action programmes are essential and must aim to advise, guide and orient the student during the university period towards maturity and intellectual growth, achieving a true university spirit and profile.

As this is such an important objective, tutorial activity at the university cannot be something that is improvised. It should become a systematic and intentional activity, therefore, it should be under the protection of the University, with an operational structure and within the programming of academic activities, in the most appropriate way.

Among others, one type of tutoring at the University stands out: peer tutoring, also called mentoring. Peer tutoring is a strategy of guidance and accompaniment in which more experienced students from advanced courses (mentors) help new students (mentored ones) to adapt more quickly and less traumatically to the university. This whole strategy is carried out under the supervision of a mentor teacher. In other words, the experience of the mentors is used to facilitate the arrival of new students at the University, transmitting their knowledge and experience of the university environment.

Reflecting on the benefits of peer mentoring, it can be concluded that there are many benefits to be gained by implementing a mentoring programme. Among others, the following can be highlighted: 1) the accompaniment of new students, 2) the development of transversal skills in the mentors that will be very useful when they join the labour market, 3) the growth of the feeling of university community and 4) the increase in academic performance.

In order to organise a stable mentoring programme at the university, human resources (new students, students in higher courses and professors) and economic resources (for dissemination, training, ...) are needed. In addition, it is necessary to structure clear phases for its implementation each academic year (dissemination, registration, training, mentor-mentored students meetings, mentor students-tutor professors meettings, surveys, SWOT and meta-evaluation to improve year by year, ...).

In summary, for a Mentoring Programme to be successfully implemented in the University, the following key points must be taken into account:
- The focus of the Programme is the students, both incoming and senior ones.
- The training that mentors receive, because it represents a differentiating aspect with respect to other mentoring methods, based on the development of transversal skills appropriate to their degree.
- The recognition of the task of the tutor teachers at an institutional level as it helps to increase the participation of the teaching staff.
- Institutional support is essential to increase the impact and benefits of the mentoring process.

Keywords:

Mentoring Programme, tutoring at the University, mentor, transversal skills.