Abstract:

This paper shares experiences and learning from two UK university business schools engaged in a project to embed coaching and mentoring training within the curriculum. The project has dual aims of enhancing the student experience, through developing lifelong transferable and employability-related skills, and supporting wider community engagement. The most employable graduates are those who not only possess ‘soft’ skills but are able to reflect and articulate how they have developed their skills and why they are important. The paper presents findings from a mixed methods approach which encompasses a student survey and focus groups with key participants.

The 2 universities are at differing stages of project implementation. CASS are in their third year offering an elective module for second year students which enables them to coach or mentor pupils from 4 local schools in disadvantaged communities. To date some 120 students have participated supporting more than 200 pupils. NBS are in their first year working with 100 final year international students on a core module who are coaching within the wider student community.

Whilst the content is shared, the delivery is adapted by to suit the curriculum and timetabling options available. Delivery balances academic ‘taught’ content via a series of lecture-style inputs covering the origins and theoretical underpinning of coaching and mentoring, contextual insights and organisational contexts. These inputs are interspersed with hands-on activities for students in which they are able to apply models and techniques (e.g. GROW model, active listening, empowering others) in a ‘safe’ environment. This helps to build familiarity with the content and develop the required skills.

Experiences in the roll-out of this programme demonstrate that it is potentially a valuable learning experience for our students and wider communities. The paper focuses on the early NBS data that explores initial expectations, attitudes towards and understanding of coaching and mentoring, and initial outcomes. Findings suggest that students are developing time management, influencing and communication skills. Challenges for undergraduate students lie in slow recognition of the value of this form of skills development, reinforcing findings from the longitudinal research at CASS which suggests significant learning is embedded over a longer timeframe than the course delivery.

Reflections from colleagues involved in the project are helpful in determining transferability and scalability. For example, early concerns relate to resourcing, expertise, and pedagogical challenges which has led to the development of additional sustainable learning materials to support staff and enhance the student experience. Perhaps the biggest concern initially came with students acting as mentors, either internally or externally. There is a significant practical challenge in setting up a mentoring programme targeting students and school pupils who would benefit most from support.

This project provides early evidence of the value of the integration of coaching and mentoring into the core curriculum as a means of enhancing student employability skills alternative pedagogies to incorporate real work-life experiences. The challenges lie in scaling up such initiatives to provide value across for whole student community.

Keywords:

Coaching, mentoring, transferable skills, employability, curriculum design and innovation, community engagement.