Conclusion

Clare Woolhouse; Laura J. Nicholson

doi:10.1007/978-3-030-46890-3_16

Conclusion

Clare Woolhouse^*, Laura J. Nicholson

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

In the conclusion, the editors summarise the key points of each chapter and draw together the central themes and issues that have been addressed across chapters. This includes a discussion around the benefits and social justice outcomes of education professionals working with students, as well as with each other through collaborative approaches to peer mentoring. Four key themes are identified and discussed: flexible models of learning; the importance of time; trusting, respectful relationships; empowerment and foregrounding the voice of mentees. We review the similarities, challenges and difficulties that have been explored in the various contexts to locate the book and its various chapters within a broader field of research around mentoring in higher education within a global context. We conclude by positing further questions and invite readers to reflect upon their own practices in the light of these.

Original language	English
Title of host publication	Mentoring in Higher Education
Subtitle of host publication	Case Studies of Peer Learning and Pedagogical Development
Editors	C. Woolhouse, L. J. Nicholson
Publisher	Palgrave Macmillan
Chapter	16
Pages	293-300
Number of pages	8
ISBN (Electronic)	9783030468903
ISBN (Print)	9783030468897
DOIs	https://doi.org/10.1007/978-3-030-46890-3_16
Publication status	Published - 8 Sept 2020

Keywords

Education

Access to Document

10.1007/978-3-030-46890-3_16

https://www.palgrave.com/gp/book/9783030468897

Cite this

@inbook{7e7ae113ee094706aa1176813b129933,

title = "Conclusion",

abstract = "In the conclusion, the editors summarise the key points of each chapter and draw together the central themes and issues that have been addressed across chapters. This includes a discussion around the benefits and social justice outcomes of education professionals working with students, as well as with each other through collaborative approaches to peer mentoring. Four key themes are identified and discussed: flexible models of learning; the importance of time; trusting, respectful relationships; empowerment and foregrounding the voice of mentees. We review the similarities, challenges and difficulties that have been explored in the various contexts to locate the book and its various chapters within a broader field of research around mentoring in higher education within a global context. We conclude by positing further questions and invite readers to reflect upon their own practices in the light of these.",

keywords = "Education",

author = "Clare Woolhouse and Nicholson, {Laura J.}",

note = "Publisher Copyright: {\textcopyright} The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020.",

year = "2020",

month = sep,

day = "8",

doi = "10.1007/978-3-030-46890-3_16",

language = "English",

isbn = "9783030468897",

pages = "293--300",

editor = "C. Woolhouse and Nicholson, {L. J.}",

booktitle = "Mentoring in Higher Education",

publisher = "Palgrave Macmillan",

address = "United Kingdom",

}

TY - CHAP

T1 - Conclusion

AU - Woolhouse, Clare

AU - Nicholson, Laura J.

N1 - Publisher Copyright: © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020.

PY - 2020/9/8

Y1 - 2020/9/8

N2 - In the conclusion, the editors summarise the key points of each chapter and draw together the central themes and issues that have been addressed across chapters. This includes a discussion around the benefits and social justice outcomes of education professionals working with students, as well as with each other through collaborative approaches to peer mentoring. Four key themes are identified and discussed: flexible models of learning; the importance of time; trusting, respectful relationships; empowerment and foregrounding the voice of mentees. We review the similarities, challenges and difficulties that have been explored in the various contexts to locate the book and its various chapters within a broader field of research around mentoring in higher education within a global context. We conclude by positing further questions and invite readers to reflect upon their own practices in the light of these.

AB - In the conclusion, the editors summarise the key points of each chapter and draw together the central themes and issues that have been addressed across chapters. This includes a discussion around the benefits and social justice outcomes of education professionals working with students, as well as with each other through collaborative approaches to peer mentoring. Four key themes are identified and discussed: flexible models of learning; the importance of time; trusting, respectful relationships; empowerment and foregrounding the voice of mentees. We review the similarities, challenges and difficulties that have been explored in the various contexts to locate the book and its various chapters within a broader field of research around mentoring in higher education within a global context. We conclude by positing further questions and invite readers to reflect upon their own practices in the light of these.

KW - Education

UR - http://www.scopus.com/inward/record.url?scp=85150083286&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85150083286&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-46890-3_16

DO - 10.1007/978-3-030-46890-3_16

M3 - Chapter

AN - SCOPUS:85150083286

SN - 9783030468897

SP - 293

EP - 300

BT - Mentoring in Higher Education

A2 - Woolhouse, C.

A2 - Nicholson, L. J.

PB - Palgrave Macmillan

ER -

Conclusion

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Practices of Freedom: Seeking the social justice aims of peer mentoring within a professional development context for Teaching Assistants

Cite this