Embedding a Mentoring Program Within a University Business Course

Abstract

In this paper, we examine the benefits and challenges of embedding a cross-cultural student mentoring program within a business course structure. In all, 136 students undertaking a second-year business training and development course mentored 161 student mentees from a university pathway program or from a first year business course. Mentors paired up with mentees from a different cultural background to their own, and then met at least three times as part of their course requirements. Feedback from both mentors and mentees regarding the program was largely positive, and a measure of success was that 45% of both mentors and mentees wished to continue the relationship with mentoring partners after the completion of mentoring requirements. Mentors and mentors were highly positive about the value of mentoring, for mentees particularly in regard to increasing information about the university and for mentors the value of the mentoring relationship. The challenges of embedding the mentoring program in a business course included the short duration of the mentoring and the lack of commitment from some volunteer mentees. We conclude with recommendations for further research to explore the efficacy of conscripted mentors compared with volunteer mentors.