A comparative study of formal coaching and mentoring programmes in higher education

PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

Interview with Judith Mair

Emily Ruth Allen interviews Judith Mair on The Routledge Handbook of Festivals (2018). Interview Date: Sep 7, 2020 Dr. Judith Mair is Associate Professor and Discipline Leader of the Tourism Discipline Group in the University of Queensland Business School

Are Pakistani Business Schools Fulfilling the Requirements of Pakistan’s Growing IT Industry?

Even with its expanding nature, IT industry in Pakistan has been neglected by the researchers and no research has been conducted to understand the needs of this industry with regards to the required employability skills in business school graduates. This is research conducted to understand the extent to which business schools are satisfying the needs of the IT industry for which 15 IT firm HR managers were interviewed. It can be concluded that the most important and sought after employability skills by IT firm HR managers are interpersonal communication skills and lifelong learning skills. It was surprising to note that even though IT firms realized the high standard of foreign universities they felt that graduates from high ranking Pakistani universities were a better option for them as they understood the dynamics of Pakistani market. Even though all firms were dissatisfied by low ranking business schools, there were still those that gave equal opportunity to all business school graduates and gauged them in isolation regardless of their business school. The paper at the end provides recommendations for Pakistani business schools that would help them to place themselves among world’s top ranking business schools.

Discussions on How to Best Prepare Students on the Ethics of Human-Machine Interactions at Work

This chapter analyzes the evolution of the new ways of working, especially in terms of algorithms and machine learning. Special attention is given to algorithmic management and its ethical concerns, as well as to practical examples of the application of algorithms in different sectors. Faculty discussions about how to best prepare students to deal with human-machine interactions at work are presented, with algorithmic management and accountability the discussion's central axis. In algorithmic management, there are distinct positions to analyze; one that favors innovation and efficiency and privileges dignified work and ethics. A brief proposal on introducing algorithmic ethics into the programs offered at a private business school in Mexico is included.