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dc.contributor.authorCureton, Debra
dc.contributor.authorJones, Jenni
dc.contributor.authorFoster, William
dc.date.accessioned2018-12-07T16:34:21Z
dc.date.available2018-12-07T16:34:21Z
dc.date.issued2011-06-01
dc.identifier.urihttp://hdl.handle.net/2436/621970
dc.description.abstractThe aim of this research is to understand the association between stress and involvement in a mentoring relationship within a higher education context. Three studies were carried out, within the same large UK University targeting both mentees and mentors involvement in one particular mentoring scheme, for their views and perceptions about mentoring and stress. The keys findings within this case study are that mentoring does allow both mentors and mentees to feel supported, particularly in times of pressure and stress. Mentoring helps to raise self-awareness, confidence levels and helps further develop professional relationships for both parties. Through engaging in ongoing reflection together, mentors and mentees feel that mentoring has had a positive impact on their work-related stress and has provided them with coping strategies. Ultimately, the suggestion is that involvement in mentoring provides strategies for coping with situations, the opportunity to reflect and leads to feeling valued.en_US
dc.formatapplication/PDFen_US
dc.language.isoenen_US
dc.publisherThe International Journal of Mentoring and Coachingen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectmentoringen_US
dc.subjectorganisational schemeen_US
dc.subjectchangeen_US
dc.subjectresilienceen_US
dc.titleThe Impact of Mentoring on Stress in Higher Educationen_US
dc.typeJournal article
dc.identifier.journalThe International Journal of Mentoring and Coachingen_US
refterms.dateFOA2018-12-07T16:34:22Z


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States