Akran Danışmanlığı Yükseköğretimde Tutunmak için bir Model Olabilir mi?

Year 2024, Issue: 59, 747 - 464, 29.03.2024

Evrim Üstünlüoğlu

https://doi.org/10.53444/deubefd.1401709

Abstract

Bu çalışma, üniversiteye yeni başlayan öğrencilerin, üniversite rollerini anlamaları ve akademik hedeflerine ulaşmalarına yardımcı olabilmek için akran mentorlüğü süreç ve faydalarını vurgulamaktadır. Bu araştırma, menti ve mentörların akran danışmanlığı sürecine yönelik bakış açılarını inceleyerek katılımcıların program ile ilgili beklentilerini, karşılaşılan zorlukları ve programı iyileştirme önerilerini tespit etmeye yönelik bir durum çalışmasıdır. Çalışmada, veri toplamak için bir anket, menti ve mentörlerin tuttuğu günlükler ve odak grup görüşmeleri kullanılmış ve 12 hafta süren akran danışmanlığı programı değerlendirilmiştir. Sonuçlar, mentör ve mentilerin program ile ilgili akademik ve sosyal beklentilere sahip olduğunu, özellikle problem çözme, liderlik ve iletişim gibi becerilerini geliştirmeyi, kampüs yaşamına daha kolay uyum sağlamayı beklediklerini göstermiştir. Karşılaşılan zorluklar açısından, ana temalar, mentör-menti ilişkisine sınır koyma, zaman yönetimi, farklı beklentileri karşılama, bilgi eksikliği ve iletişim sorunlarıyla baş etme olarak belirlenmiştir. Mentör ve mentiler, mentörluk programının etkililiğinin akademik programlardan alınan destek, iyi yapılandırılmış bir mentörlük programı ve program başlamadan önce mentörlere verilen eğitim gibi faktörlerden etkilendiğini belirtmişlerdir. Katılımcılar, bu programın kişisel, mesleki ve akademik beceri ve yetkinliklerine ilişkin farkındalık geliştirdiklerini, bu program sayesinde kampüs yaşamına daha rahat uyum sağladıklarını ve bir network oluşturdukarını vurgulamışlardır. Sonuçların, gelecekteki mentörlük programlarının yapılandırılmasına katkı sağlaması ve yükseköğretimde akran mentörluğunu teşvik etmesi beklenmektedir.

Keywords

Akran danışmanlığı, mentorlük programı, üniversitede tutunma, yükseköğretim.

Can Peer-Mentoring be a Model for Retention in Higher Education?

Abstract

Research highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.

Keywords

Peer mentoring, mentoring program, retention, higher education.

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