Boundaries, Processes and Participation: Integrating peer support through a buddy scheme

Roanna Alexandra Pain

Abstract

Buddying and mentoring schemes are playing an increasingly vital role in student support and integration, especially in the context of a global shift in internationalisation rationale. In this project, one cycle of improvements to a buddy scheme for exchange students was completed in accordance with three principles: ongoing orientation, the internationalisation of “home” students and staff/student liaison. Theory and student feedback were applied to professional practice, with a focus on student participation. Suggested future evaluation includes quantitative measures such as levels of participation, as well as qualitative data from surveys and focus groups. Reflective practice and the practical implementation of the three principles have contributed to the process of personal and institutional internationalisation.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Learning from African students

Angie Bartoli, Sue Kennedy, Tedam Prospera

Abstract

In response to the growing numbers of African students on the social work qualifying programme at the University of Northampton, three senior lecturers undertook a small-scale study in 2008 to evaluate African students’ particular learning experiences. This trend of increasing student numbers reflects the national picture as indicated by the General Social Care Council (GSCC, 2009). The African student experience is different and therefore different strategies are needed to ensure that learning and subsequent employability are maximised. The research identified two significant outcomes. The first was the need for a peer support group, which was set up in September 2008. The group named itself PADARE, a Zimbabwean term which means: meeting place. The second was the need for a qualified social worker as a mentor to support the students’ transition from academic learning into work-based learning and practice. This paper will focus mainly on the rationale and potential of these two initiatives from both an educator’s perspective and that of the students themselves drawing on relevant contemporary literature in the areas of Mentoring and Peer support groups.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index