Mentoring as a tool for academic and personal development in the Mellon Mays undergraduate program.

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dc.contributor.author Mabeta, Matsie Rebecca
dc.date.accessioned 2012-01-09T10:20:43Z
dc.date.available 2012-01-09T10:20:43Z
dc.date.issued 2012-01-09
dc.identifier.uri http://hdl.handle.net/10539/10928
dc.description.abstract This research project investigated how students and mentors in the 2008 Melon Mays Undergraduate Fellowship experienced the benefits and difficulties of the mentoring relationship. With the help of the mentor students appeared to excel both academically and personally. A qualitative research paradigm was used and unstructured interviews were conducted with five mentors and five students in the first cohort of the MMUF at the University of the Witwatersrand, Johannesburg. Mentoring reports completed by mentors were analysed and validated the content of the interviews. Both mentors and mentees confirmed that mentoring was indeed a powerful tool for academic and personal development. They maintained that there was no way that one could develop academically and not develop personally. Mentoring relationships that did not succeed were attributed to no effort on the part of either the student or the mentor. The mentors and mentees agreed that the benefits were mutual; they all learned from each other. Student development was observable and students reported that they were beginning to feel part of a community of scholars. en_US
dc.language.iso en en_US
dc.subject Mentoring en_US
dc.subject Mentoring relationship en_US
dc.subject Academic development en_US
dc.subject Personal development en_US
dc.subject Community of practice en_US
dc.subject Undergraduate students en_US
dc.title Mentoring as a tool for academic and personal development in the Mellon Mays undergraduate program. en_US
dc.type Thesis en_US


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