Design and expert validation of a value-based indicator system for evaluating university peer mentoring programmes

Widespread implementation of peer mentoring programmes in universities has produced mixed results - with some significant successes but also some disillusionment. These contradictory results suggest that mentoring operates in a context of systemic complexity, where multiple interconnected factors in...

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Bibliographic Details
Authors: Pérez Burriel, Marc, Villar, Esperança, Malo Cerrato, Sara, Cuenca Balañà, Natàlia, Alonso García, Miguel A., Andrada Burgos, Ignacio, Casas Aznar, Ferran, Collbatallé Cabrera, Alicia, Castro Cabrera, María del Carmen de, Elexpuru Albizuri, Iciar, Gómez-Flechoso, Maria Angeles, González Carrasco, Mònica, Ibarra Fuentes, Leonardo Enrique, Korres Alonso, Oihane, Mata Salas, Adriana, Medina, Teresa, Rodríguez Pascual, Iván, Sánchez Vazquez, Maria José, Tobajas Guerrero, Félix Bernardo, Valle, Belén, Verdaguer Santafe, Marc
Format: article
Status:Versión aceptada para publicación
Publication Date:2025
Country:España
Institution:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repository:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/27197
Online Access:http://hdl.handle.net/10256/27197
Access Level:Embargoed access
Keyword:Mentoria en l'ensenyament
Mentoring in education
Description
Summary:Widespread implementation of peer mentoring programmes in universities has produced mixed results - with some significant successes but also some disillusionment. These contradictory results suggest that mentoring operates in a context of systemic complexity, where multiple interconnected factors interact. One relevant aspect is the axiological dimension inherent in mentoring relationships and in negotiating the purpose and expectations of the various stakeholders involved in the process. The aim of this study is to design and validate a system of value-based indicators to evaluate the process and outcomes of a university peer mentoring programme for first-year undergraduate students. The Delphi method was used for validation, with the participation of 24 experts, including seven former mentors, three university professors specialized in evaluation indicators, six experts in values and eight experts in university mentoring programmes. This methodology, which makes use of expert input, allowed us to refine the definitions of values and select the evaluation indicators that best reflected those values. The article discusses the results obtained in relation to the theoretical model used and includes proposals for future studies, as well as outlining the limitations of the research.

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