To identify and to test the effectiveness of a range of mentoring … · A learner-centred...

To identify and to test the effectiveness of a range of mentoring and coaching strategies to help international students to develop independent learning capabilities at college

Suzanne Soh

19 June 2013

Abstract

Every year, education providers and employers are investing heavily in the development of sophisticated

virtual learning environments (VLEs) to promote independent online learning. However, learners need to be

able to function and to motivate themselves to work independently, in order to realize the full potential of

these cost-effective VLE facilities.

A challenge in professional practice is to find more sustainable and time efficient ways to inculcate an

independent learning culture at school. The issue, being debated among theorists, researchers and

practitioners, centres on the distinct role differences and overlapping similarities of mentoring and coaching.

Therefore, Garvey et al (2011) propose coachmentoring as a way forward in modern practice. The

researcher has also added a non-intervention strategy to the mentoring framework for a focus group of 13

international students.

The students were all enrolled on the same pre-university course and were also tutees of the researcher at

an international college. As both subject teacher and personal tutor to these students, the researcher was

able to use the Grounded Theory (GT) methodology to test the effectiveness of various mentoring and

coaching strategies on a daily basis. Due to the diverse cultural student profiles, improvements in class

attendance and submissions of assignments were used as objective measurements of student outcomes.

Intangible outcomes, such as an improvement in problem-solving skills, were also considered as indications

of more sustainable independent learning capabilities. The results were also compared to those of a control

group who were also taught by the researcher. Research ethics were observed by the use of student profile

codes to present all research results.

A flexible mentoring framework was thus evolved to suit the needs of the focus group. The results may be

further explored by other practitioners, researchers and education providers to further improve

organisational and VLE outcomes.

Section I: The issue and challenges in professional practice

As a holistic education practitioner, the researcher has continuously tried to address the issue of inculcating

a sustainable independent learning culture among the international students being tutored at college.

Although there is consensus among educators and policy makers about the importance of independent

learning, there are different schools of thought about the roles and relative merits of mentoring and coaching

strategies to achieve desired learning outcomes.

The challenges in practice are to:

i) Identify barriers to independent learning for international students ,

ii) Design effective mentoring and coaching strategies for different student profiles to promote

independent learning.

Little research has been conducted on the mentoring and coaching of international students with diverse

cultural and linguistic learning needs. This practitioner research will, therefore, seek to identify and to test a

range of mentoring and coaching strategies to help international students to develop independent learning

capabilities at college.

A)Value of independent learning

The Higher Education Academy (HEA, 2013) notes that many students have trouble making the transition to

the more independent learning required at university. The HEA states that university study require students

to take responsibility for their own learning, to be more self-directed, to make decisions about what they will

focus on and how much time they will spend on learning both inside and outside the classroom.

The HEA also highlights that the transition may be especially difficult for international students who may be

used to more support, direction and even parent-like relationships with their teachers at university. It

recommends that all students should know precisely how they are responsible for their learning in their new

setting. Students should also understand the need to play a more active role in their own learning which will

require greater self-motivation, organisation and greater self-awareness of their learning needs and

behaviours.

International colleges primarily cater to foreign students with a wide range of educational experiences and

cultural needs. Subject teachers and personal tutors have the responsibility to promote independent

learning at college to prepare students for further education (FE) and higher education (HE).

Having experienced life as an international student in London, the researcher will mentor independent

learning by guiding new arrivals to find their own strategies to overcome the culture shock of being alone,

whilst learning fast to survive and to study independently in a foreign country.

Parental support, from overseas, was often less effective as teachers strive to improve the academic and

behaviour issues of various students during their studies in England. Therefore, this research may offer

interesting insight into the independent learning perceptions (Appendix 5) and the unique blend of learning

needs (Appendix 6) of a small sample of 13 students undertaking an intensive foundation programme at an

international college in England.

B) Mentoring and coaching challenges

Garvey et al (2009) describes mentoring as a learner-centred and learner-led discovery learning process.

But mentoring is multi-faceted and has diverse interpretations, perceptions and preferences in different

cultural contexts.

Like the fellow practitioners surveyed (Appendix 1a and 1b), the researcher also has reflected on the

diverse perceptions and meanings of mentoring and coaching. The results were then classified in Appendix

1c based on the modern day practices of mentoring, coachmentoring and coaching as described by Garvey

et al. In Appendix 1c on mentoring (iv), it was pointed out that mentoring was more effective because the

respondent did not respond well to coaching strategies to achieve targets. Another respondent said that

coaching was often used as part of mentoring in practice, both were needed to succeed. Therefore, Garvey

et al’s coachmentoring concept was also tested by the researcher.

Coaching is often described as a tutor-led initiative to achieve specific academic targets, with frequent

feedback between both parties; similar to the Tiger Mother academic coaching tactics described by Chua

(2012) .

But individuals have varying levels of learning and stress management capacities. Absenteeism may

increase temporarily if students feel they are unable to achieve the agreed targets for each term. In contrast,

others are able to endure high levels of positive stress in the run up to each term’s examinations.

Section II: Literature review

A)Independent learning and expected outcomes

Black and Wiliam (1998) state that learning is driven by what teachers and pupils do in the classrooms.

Teachers have to manage complicated and demanding situations and to channel the personal, emotional

and social pressures amongst a group of students to help them to become better learners.

The underpinning theory of Spivack et al (1976) as cited in Hamblin (1984), states that tutors must ask how

skills and knowledge, which are deemed to be appropriate, will be taught. Visible progression must be

made, using activities with worthwhile intellectual content to stretch pupils. Therefore, the focus group was

given tangible SMART targets which were achievable by all the tutees; irrespective of culture and academic

ability.

Tran (2013) states that the longer term intangible outcomes of mentoring will probably be more sustainable

as part of the transformative learning of foreign students. “The international sojourners who have the

courage and determination to move beyond their cultural comfort zone and work through intercultural

experiences often possess the potential to be effectively engaged in transformative learning. Brown (2009)

states that moving between different life worlds can represent the catalyst for self-discovery and self-

reconstruction” (p124).

B)Theories and research on mentoring, coaching and coachmentoring

Garvey et al (2009) suggest that the meaning and relevance of mentoring and coaching are dynamic and

will evolve in response to the different cultural contexts and learning environments of the practitioners. They

highlight the Rosinski (2004) mentoring role which is associated with the sharing of knowledge and expert

advice, compared to coaching facilitators who listen, ask questions and enable coachees to discover the

right solutions for themselves. However, there are often more similarities or overlapping interpretations

between mentoring and coaching than as two distinctively different activities.

Garvey et al found that”the term coachmentor seems to be in use fairly commonly in the UK at least and we

wonder if this may be another way forward” (p 27). Therefore, the researcher has used coachmentoring

strategies, when the first stage of mentoring was found to be ineffective.

In the Netherlands, coaching in vocational education was perceived by teachers as actively promoting

students’ meta-cognitive skills in a positive learning and working atmosphere. Ketelaar et al (2012) also

state that peer mentoring by students with more experience were also advocated in the modern learning

context .Therefore, informal peer mentoring was also observed as part of the intangible and sustainable

independent learning outcomes.

The researcher has used the above role descriptions to design a theoretical mentoring framework which

was then allowed to evolve according to the different learning needs and cultural expectations of each of the

students in the focus group.

A survey linked to Maslow’s (1970) hierarchy of needs indicated that external influences on the self-esteem,

monetary rewards, safety and social belonging needs were powerful motivators which could be used to

develop mentoring and coaching strategies for the focus group (Appendix 4). Marcum and Smith (2009) also

cite the psychological benefits of Egonomics, where positive egoism is actively nurtured as motivators to

achieve desired outcomes.

Jensen (2006) states that young adults require on-going mentoring due to the gradual maturity and

developmental stages of the brain which control self-discipline and rational decision-making capabilities.

Jensen explains that changes in social contact can alter people’s generic expressions which suggest that

the choice of friends, workplace and classroom conditions can change the brain. As a result, crowd morality

or informal sub-cultures are constantly evolving. Peer pressure and team rivalry tactics were, therefore,

used to motivate students to work more independently and productively in class.

But academic struggles are complex and can involve elements of motivation, confidence, and attitude; along

with the student’s natural abilities and study habits, according to St. Mary’s University (2012). Therefore, an

interactive discussion to guide students in the process of setting academic goals and building the key skills

may be needed for future successful learning. This approach was used to develop coachmentoring

strategies by the researcher.

A more intensive Tiger Mother coaching approach was also tested. In a Wall Street Journal (WSJ Live)

interview in March 2011, Tiger Mother Amy Chua pointed out that it can be a tough world out there, and that

true self-esteem had to be earned. Chua (2012) explains, “It’s about knowing that you’ve pushed yourself,

body and mind, to the limits of your own potential” (p242). In WSJ Live (2011) Chua suggests that Tiger

Mother coaching is akin to sports coaching. Therefore, team and individual coaching tactics were tested on

the focus group.

Section III: Research methodology

A learner-centred mentoring framework, using the Grounded Theory (GT) methodology to identify and to

test a range of mentoring and coaching strategies, was adopted by the researcher to help 13 international

students to develop key independent learning skills to prepare for higher education (HE).

Through the substantive, axial and selective coding of the quantitative and qualitative data, collected from

the primary and secondary sources; the researcher was able to identify and examine any emerging

theoretical codes which could be used to design more effective strategies for the later stages of the

mentoring process.

i)Humanistic research approach

According to Newby (2010), GT is a popular qualitative research method because of its holistic view of the

process of generating new theoretical concepts from the variety of possible interpretations of the coded

data. Borgatti (2008) says that GT is flexible and allows the researcher to revisit and examine the

effectiveness of previous strategies to produce new experiential concepts and explanatory theories in a new

cultural context.

Normative theories on motivation, for example, originally deduced from the initial surveys may be reviewed

to produce relevant explanatory theories from subsequent observations during the research. For example, in

Appendices 9 and 10, prolonged periods of absenteeism caused by the personal or health problems of one

or more students affected the subsequent motivational levels and independent learning performance of the

absentees. Coursework deadlines had to be extended for group projects, which also caused additional

stress for the students who had to catch up with the work previously missed.

GT allowed the researcher to re-examine the individual learning plans of the absentees; with the view to

possibly exclude them from the research altogether. On the other hand, such unusual incidents could later

be used as case studies to produce any relevant new theoretical concepts for the development of new

behaviour management strategies at college.

ii)Selection of focus and control groups

Successful mentoring and coaching are fundamentally based on mutual trust among tutors and students to

achieve common goals. Therefore, the researcher’s own tutorial group was selected as the focus group.

Mentoring is also an important pastoral care task for personal tutors, with an overarching responsibility

across disciplines to promote the general welfare and to enhance the learning experiences of the tutees.

The Institute for Learning (2011) advocates dual professionalism and interdisciplinary communities of

practice (CoPs) as intrinsic qualities of good practice. The collaborative mentoring of students is an

essential dual professional role for subject teachers and personal tutors as part of a collegiate CoP in

situated learning and legitimate peripheral participation suggested by Lave and Wenger (1991) cited in

Smith (2009).

To date, little research has been conducted on the diverse international student profiles, with a constantly

changing mix of educational, multi-lingual and multi-cultural variables interacting within a Western learning

environment. For example, the group dynamics of a class of predominantly Russian speaking students can

be very different from a class with mainly Chinese learners.

Therefore, a control group of 13 students was selected to enable the researcher to compare similar targeted

outcomes with those of the focus group. The control group also had a personal tutor who was a Caucasian

male, who could provide the researcher with a possible contrast in mentoring approach. The two groups had

the same three specialist teachers for the same seven out of ten subject modules of the foundation course.

However, the control group had only one male C1 and two C1 female students; compared to four C1 males

and two C1 females in the focus group. The focus group was almost equally balanced with six C1 students

and five C2 students, which reflected the college’s student demographics of predominantly C1 and C2

common language cultures.

In addition, gender behaviour differences within C1, C2 and C3 cultures are also more pronounced in a

multi-ethnic international college. From previous experiences, males were traditionally more vocal and

assertive compared to females; although there were exceptions to the rule. The control group’s female

students comprised seven nationalities within the C1, C2 and C3 profiles; compared to five nationalities for

the female students in the focus group.

Focus group profile (total 13) Control group profile (total 13)

Six males Five males

ALC1Mn, DC1Mn, AC1M, NC1M, DVC1M,

DC2Mn, HC2M. JFC2Mn, TC2Mn, SC3M,IMC4M

Seven females Eight females

KC1Fn, ZC1Fn, TTC1F, TZC1F,

RC2Fn, GC2Fn, CC2F, ADC2Fn, KC2F, DC2F, YC2Fn,

TC3Fn, ANC3Fn. EC3Fn, SC3Fn

Strategies to overcome research limitations

i) Overcoming cultural and language communication problems

Due to the socio-political and educational cultures in non-Western countries, the researcher was aware of

the need to design questionnaires and interviews in a culturally acceptable manner. International students

are also reticent about discussing personal details and experiences with new teachers. Weak English

language capabilities also act as barriers to communication in an unfamiliar Western environment.

Therefore, the questionnaires were designed as self-discovery, fun learning activities. Simple vocabulary

and graded language were used to enable the students to complete each survey in less than 15 minutes.

Any missing or abnormal responses were followed up and rectified by the students.

ii) Overcoming researcher and participant effects

Several strategies to try to overcome any bias caused by the researcher or participants are proposed in S-

cool the revision website (2013).

Therefore, the surveys were conducted unexpectedly, as part of relevant lessons over the first four weeks of

the first term, to minimise any potential participant effect. Students were also reminded to focus on giving

authentic responses without consulting with their peers. Strict time limits were given to prevent the more

astute students from trying to anticipate and change their responses based on previous psychometric tests

back home. The researcher made a conscious effort not to unwittingly communicate certain expectations to

the students, through the involuntary use of body language or tone of voice during the surveys or interviews.

iii) Value added progress feedback from students

Affective learning, or unlearning, takes a long time to change if at all possible; if learners have experienced

psychological stress in the past. Consequently, the short-term targets may unrealistic for the weaker

students. Self-evaluation responses from the progress interviews gave valuable feedback on any intangible

benefits which may have been perceived by the tutees themselves. However, much of the qualitative

information was based on the personal interpretations and opinions of individuals. Qualitative responses

and motivation levels may also differ as the students make progress at their own pace.

iv) Opportunity sampling from other practitioners

The researcher’s preference for Tiger Mother academic coaching may also have influenced the choice of

intervention strategies to help the tutees to achieve the desired grades required by the higher ranking

universities. But the higher grades could be unrealistic for the students with weaker academic and

independent learning abilities.

Therefore, the opportunity sampling of six other specialist subject teachers during an inset training day was

conducted to counter balance any of the above research limitations. Appendix 2 indicated that learning

support teachers reported fewer student behaviour problems due to the extra time given to students to

achieve targets. The teachers of subjects, which require more supervision due to health and safety

considerations, have also reported fewer learning behaviour issues.

The HEA (2013) notes that the level of autonomy required varied considerably across disciplines. Science

students may be required to work on tasks set for them, right up to doctoral level, in teams working under

the explicit directions of supervisors. In the Humanities and Social Sciences, however, there can be much

more autonomy in the choosing of learning and assignment tasks, even from the first year of study.

Therefore, expectations of independent learning may vary for different teaching disciplines or faculties.

Section IV: Intervention strategies

According to Tummons (2005), Kolb’s experiential learning cycle (1984) provides a useful continuous

professional development (CPD) model to encourage individuals to reflect on concrete experiences to

improve future outcomes.

A reflective mentoring framework was thus designed, based on the concepts obtained from the literature

review, feedback from fellow practitioners and the researcher’s previous experiences on mentoring and

coaching.

Mentoring framework

The mentoring framework comprised four interactive or alternating phases, which may interact and fluctuate

from one mode to another, based on the learning needs and actual outcomes for each tutee. Not all

students are expected to go through the four phases. Ideally, only the mentoring or none modes should be

applied to the majority of the students towards the end of the final third term to enable them to successfully

move on to university.

Intervention strategies

Stage 1: Term One (first four weeks, Appendix 8)

Initial mentoring strategy for the whole focus group

Wallace (2007) advises tutors to be aware of the diverse influences of learner motivation, and to focus on

what can be changed to improve the future educational experiences of the students.

Therefore, the Rosinki mentoring model cited in Garvey et al (2009) was adopted, with the research tutor

sharing knowledge and expert advice as requested by the students during the first four weeks of the

academic year. The students were encouraged to buddy and to mentor one another to settle into the new

college routine. Innate behaviour traits and demonstrations of existing independent learning skills were

observed, tested and recorded to gauge the independent learning competencies of each tutee.

Kolb’s Experiential Learning Cycle (1984)

Concrete experiences

i) Icebreaker activities, including the simple ranking of five motivating factors, were used to collate

primary quantitative data. It was found that the majority of students were very much concerned

about the public image presented to peers at college. Appendix 4 revealed that ambition was the

most important for the focus group except for one student. The second and third ranked

influencing factors for the majority of the students were monetary and self-esteem rewards.

Intangibles, such as social belonging and prevention of boredom, formed the less important

motivators.

ii) A short questionnaire survey on management style preferences indicated that McGregor’s (1960)

Theory Y strategy was popular among the students in the focus group (Appendix 3). Therefore,

the students were given greater freedom to take full ownership for their own learning. However,

ZC1Fn appeared to be shy and had a slightly lower score which indicated a slight preference for

more a tutor-led Theory X classroom atmosphere. Nevertheless, she was quite happy making

notes quietly and communicating mainly with KC1Fn.

iii) The ranking of 15 types of independent learning tasks by the students in both the focus and control

groups indicated that they were all aware of the importance of developing good academic study,

time management and organisational skills as shown in Appendix 5.

iv) Results shown in Appendix 6 for the learning style preferences survey of both groups of students

also indicated the need for a variety of mainly visual and auditory learning resources. Therefore,

a range of motivational and inspirational online biographies, such as the Stanford university

graduation speech (2005) by Apple Inc.’s co-founder Steve Jobs, were shown to the students as

part of their lessons on motivation, leadership, innovation and entrepreneurship.

v) It was observed that the students were often reluctant to wait for the next timetabled tutorial to seek

advice. Social anthropologist, Jean Lave cited in Smith (2009) argues that learning is ubiquitous

in on-going activity. Serendipitous mentoring became integral parts of the crowd morality culture

of social media networks. Using the allegory of a penguin community, Fincher (2001) suggests

that the focal point of mentoring can easily shift from one informal mentor to another. Informal

advice was thus exchanged around the campus regarding various social and academic issues.

Relevant substantive codes, and emerging axial and selective codes, were used for student profiling and

analysis to design appropriate mentoring and coaching strategies for the focus group at different stages of

the learning cycle in Appendix 8. Coachmentoring was eventually developed as a hybrid of tutor-led

coaching and learner-centred mentoring strategies to overcome specific barriers to learning and cultural

needs for various tutees.

Section V: Results and analysis


Observations and reflections on student outcomes

Stage 2: Term One (final seven weeks, Appendix 8)

Overall, the focus and control groups were on track to achieve the two independent learning targets by the

end of October. Class attendance remained high at 91% and above, except for NC1M from the focus group

with 89% as shown in Appendix 9. Ten assignments were not submitted by the control group for the same

period, compared to a slightly lower score of eight by the focus group in Appendix 10.

Students had a short half-term break and were reminded to continue working independently to complete all

coursework assignments by mid-November. After the examinations, the focus group were advised to reflect

on the actual grades achieved and to suggest improvement strategies for next term.

i) Mentoring of KC1Fn, DC2Mn, GC2Fn, ANC3Fn

Once the mid-term targets were achieved, mentoring was continued for the above four students for the rest

of the first term. According to Curzon (1991), it is important for people to find strategies to overcome

problems and take ownership for their own learning.

ii) Coachmentoring of ALC1Mn, ZC1Fn, HC2M, RC2Fn, CC2F

After the initial mentoring phase of the first four weeks, it was decided to switch the above students to a

more pro-active coachmentoring mode. The five students were observed to have weaker English vocabulary

knowledge and required tutor-led coaching to improve their analytical writing skills. They were, therefore,

given more frequent feedback on how to improve their academic skills to prepare for the modular

examinations.

All the above students performed well as a result of the coachmentoring, except for RC2Fn who also

appeared to have weak time management, numeracy and logic skills as a student back home. Therefore,

Tiger Mother coaching may be required to help RC2Fn to overcome these barriers to learning as fast as

possible.

iii) Stage 2 : Coaching of AC1M, NC1M, DC1Mn, TC3Fn

After the initial mentoring phase of the first four weeks, it was decided to switch the above students to a

more intensive sports coaching or Tiger Mother coaching mode, in order to help them to prepare well for the

modular examinations in December.

Except for TC3Fn, coaching was planned to continue for the other three C1 students for the foreseeable

future. TC3Fn had gained confidence in her academic abilities and was working competently to improve her

independent learning capabilities. Coachmentoring of TC3Fn would be trialled next term.

Barriers to independent learning vary for different students, even though they were of the same gender and

from similar C1 cultures. AC1M and NC1M were about the same age and came from families where males

were given a lot of freedom to choose their own learning strategies. Therefore, even though they had both

been at the college previously for the AS-level course before transferring to the foundation programme in

the second year; they still found it quite challenging to adapt to a more formal and rigorous academic

assessment system.

Similarly, DC1Mn was also previously an AS level student. Although of a similar age as AC1M and NC1M,

DC1Mn had very weak independent study capabilities which resulted in slower improvements in the

requisite key numeracy and literacy skills. Frequent coaching in mathematics and writing skills were needed

to enable him to attain good examinations results for the first term.

In contrast, ALC1Mn was one year younger than the above students but had good independent learning

capabilities which enabled him to quickly improve his essay writing skills to achieve high grades on a

consistent basis.

Final results and analysis


Testing implications of concepts in new situations

Stage 3: Term Two (first six weeks, Appendix 8)

As a result of the longer December holidays, several students experienced homesickness and found it

difficult to return to a formal college routine. There was a significant fall in class attendance for the first six

weeks of the second term by both the focus and control groups (Appendix 9).

A) Tangible outcomes

Attendance fell dramatically for two focus group students, AC1M and NC1M, who had been identified to

continue with more intensive coaching strategies to boost their independent learning capabilities as fast as

possible. NC1M arrived late back to college due to illness during his holidays back home. AC1M started with

good attendance for the first week but had to return home in the middle of January due to an emergency

back home. Consequently, both failed to submit a high number of assignments and had to work harder to

catch up with all the lessons missed due to the unexpected absenteeism. It was, therefore, decided to

switch these two students into a none or non-intervention phase of the mentoring model for the rest of the

term.

In contrast all the other students in the focus group, except for DC1Mn, achieved 100% for the target to

submit all assignments on time to their subject teachers. This compared favourably against the control

group results, where five students showed no change or an increase in the number of missed assignments

during the same period (Appendix 10).

B) Intangible outcomes

Besides the informal chats with the tutees during break times, a formal progress review was held at the end

of January. Five semi-structured questions were used to elicit self-assessment perceptions on the progress

made by each student. Six tutees felt confident of achieving the required grades for university, while seven

have decided to re-sit one or more modules to improve their grades for various subjects (Appendix 7).

All students said that they had settled well into their accommodation and student lifestyle in England. The

independent learning strategies were then adjusted according to the specific needs of each tutee.

i) Stage 3 : Mentoring KC1Fn, DC2Mn, GC2Fn, CC2F

Three students continued to improve their independent learning capabilities over the two terms and

responded well to the self-directed mentoring strategies, seeking only occasional guidance and learning

support feedback from teachers and tutors.

However, ANC3Fn appeared to need some coaching on the independent learning of new subjects requiring

both numeracy and logic skills. KC1Fn also had similar problems in the same subjects but was able to

motivate herself to work harder independently to overcome her weaknesses in those specialist topics.

CC2F was able to move into the mentoring mode for the second term because the coachmentoring

strategies used during the first term had boosted her English language and problem-solving skills to a more

competent level.

ii) Coachmentoring ALC1Mn, ZC1Fn, HC2M, RC2Fn,ANC3Fn, TC3Fn

It was found that different specialist subjects, requiring different types of key functional skills, affected the

learning dynamics of both the focus and control groups. Only students with strong motivation and competent

independent learning capabilities were able to continue to benefit from the learner-led mentoring mode.

The motivation levels of the individuals and group dynamics in the focus group tended to fluctuate according

to various students’ academic aptitudes for different specialist subjects.

Both tutor-led coaching for the independent learning of specific topics and learner-led mentoring strategies

were frequently needed for certain students who were identified for the coachmentoring learning phase. For

example, students who had stronger numeracy skills compared to English essay writing skills would need

little or no coaching for Mathematics, but need intensive team and individual coaching tactics to ensure the

essays were submitted on time.

iii) Coaching of AC1M, NC1M, DC1Mn

Several students frequently need more learning support than others in the focus group. Constant feedback

and coaching were required every week to encourage AC1M, NC1M and DC1Mn to motivate themselves to

work more independently to improve their class attendance, time management and academic study

capabilities.

DC1Mn continued to seek frequent academic coaching and his class attendance deteriorated as the

workload become more challenging. Frequent coaching was initially planned for AC1M and NC1M. But

learning support could not be given due to their unexpected and prolonged absenteeism in January which

resulted in extra stress as they tried to catch up with the rest of the class. According to feedback from

teenagers shown by timemstr258 (2010), strict rules often resulted in pressurised youths which caused

conflict between young people and adults.

The Department for Business Innovation and Skills (2013), states that a negative attitude towards learning

acts as a barrier to taking part in education and training. A lack of key functional skills often acts as a barrier

to engaging in education and training. Some young people also struggle with a lack of motivation to engage

in learning, either resulting from a lack of direction or confidence, poor previous learning experiences. .The

non-intervention strategy allows the tutor and students to reflect on past experiences and to look for

opportunities or alternative pathways to move on to HE.

Section VI: Conclusion

Future professional development and research

The HEA (2013) states that some learners from particular cultures may be described as passive and

dependent learners, while others are considered to be more positive. However, it emphasises that making

assumptions about individuals should be avoided, especially where their home contexts are diverse and

undergoing rapid change. International students are likely to be unsure about what is required in their new

learning contexts, and may initially want to know the correct methods and answers; but they may be

perfectly capable of independence and autonomy at a later stage.

Therefore, the researcher has tested a range of mentoring and coaching strategies to help international

students to develop independent learning capabilities at college. The results may be further explored by

other practitioners, researchers and education providers to improve the quality of learning experiences and

outcomes for foreign students as they try to make the transition from one cultural way of life to another.

i) Effectiveness of mentoring

The research has shown that learner -centred mentoring strategies provided many opportunities for the

more competent and motivated students to take greater ownership for their own learning outcomes.

In today’s mobile digital society, with diverse social media lifestyle choices, Heathfield (2013) suggests that

the more formal management approaches of traditional institutions may need to evolve to suit the fast

changing needs and wants of young millennial learners brought up on a diet of informal virtual communities.

However, with so much personal freedom experienced overseas away from a familiar home environment,

the international students may find it difficult to start developing basic independent living and learning skills,

such as self-organisation, multi-tasking and time management capabilities within the short timelines of one

or two-year pre-university courses.

ii) Effectiveness of coachmentoring

Jensen (2006) states that young people, below the age of 30, need more time and adult guidance to

gradually learn about the value of thinking before acting, to slowly learn about interrupting risky behaviour.

Scientific evidence indicated that teenagers should not be treated as adults, with full freedom given to make

important decisions.

Therefore, coachmentoring has worked quite well by pro-actively guiding students to make more informed

longer term choices instead of opting for immediate rewards.

iii) Effectiveness of coaching strategies

The Solution-focussed coaching approach advocated by Cavanagh and Grant (2010) was effective for the

majority of the focus group. The researcher was able to collaborate with several colleagues to find ways to

help various tutees to overcome specific barriers to learning in order to produce differentiated student

outcomes, as recommended by The Quality Improvement Agency for Lifelong Learning (2008).

The more intensive tutor-led Tiger Mother coaching approach was generally more effective for students who

were used to a more academic culture. However, students with weak academic abilities needed more time

to acquire various key functional skills through academic coaching before starting to acquire basic

independent learning skills.

iv) Effectiveness of non-intervention

The effectiveness of a neutral, passive mode of mentoring depends on the maturity, independent learning

capabilities and functional skills competency of the individuals concerned. Otherwise, much time and effort

may be wasted through the trial and error tactics by young students, who may have good intellectual

potential but fail to achieve the higher grades needed for HE. Therefore, the non-intervention, or none

mode, of the mentoring framework proposed by this research should only be trialled during the later stages

of a more mature student’s learning cycle.


Formation of abstract concepts and generalisations

Contributions to knowledge and future practice

Adapting Maslow’s hierarchy of needs for international students

Maslow’s hierarchy of needs can be adapted by practitioners to identify any specific needs and motivators

which could be used to develop a more effective mentoring framework. In Appendix 4, ambition was ranked

as important by 12 out of the 13 focus group students, followed by money and status. It could be inferred

that high ambitions lead to financial rewards which enhance social status and self-esteem.

******

Self- Actualisation

Personal & Career Ambitions

*****************

Self-Esteem & Status

High ranking universities

Family & Financial expectations

***************************

Social & Belonging

Common languages and interests,

Peers helping to adapt to new cultures,

Overcome culture shock and homesickness

****************************************

Safety awareness in UK

Physical safety, taxis, banking,

Social media, clubbing, basic English skills.

*************************************************

Basic Needs

Heating, accommodation, fastfood

Health, stress, boredom & sleep issues,

Smartphones, ipads & independent living skills

************************************************************

Mentoring crowd morality

The mentoring of Jensen’s crowd morality becomes more crucial in today’s VLE educational and global

digital social media age. The group-think mentality means that people are constantly bombarded by endless

choices from their real and virtual network friends. Jensen (2006) points out that peers make too many

decisions because collectively no one can make a rational choice, except for the more impulsive ones.

Allegory of dragon boat training

Mentoring can be physically and mentally exhausting for both mentors and mentees. Boundaries need to be

set to ensure that there is time for rest and recovery, using the allegory of dragon boat training. The biggest

challenge of dragon boat racing is managing the synchrony of the team.

Similarly, the biggest challenge in mentoring is managing the motivation, of both mentors and mentees, to

work collaboratively towards common goals. The mentor plays the dual roles of the dragon boat drummer

and steerer to manage crowd morality behaviour. The drummer is the lightest member at the top of the bow

of the boat, setting the pace for the paddlers and to coordinate with the steerer at the back of boat, explains

Tyrone (2008). Mentoring also simultaneously involves navigation, as the steerer who ensures that the boat

is going in the right direction.

Mentoring should be all about the steering of the dragon boat and the pacing of the paddlers to reach the

finishing line. Mentoring is not about winning one race, it is about inspiring and empowering both mentors

and mentees to reach the highest level of self-actualisation in Maslow’s hierarchy.

Appendices (see separate Word document)

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About the author

The author has worked for over 30 years in the accounting, business, journalism, and education sectors in

Britain and in Asia. Formerly an international student herself, Suzanne Soh has been constantly engaged in

the lifelong learning of new knowledge and skills through diverse professional training programmes.

Over the years, the author has observed that self-motivation and strong independent learning capabilities

empower individuals to achieve lifelong personal goals. Currently working as a subject teacher and personal

tutor, she finds it intriguing to discover what motivates people to become high achievers, while others prefer

a good work and life balance. More importantly, she is passionate about promoting a collegiate community

of practice (CoP) and developing continuous professional development (CPD) initiatives to help individuals

who have given up and dropped out of the mainstream society.

As an ethnic Chinese parent, the researcher is culturally inclined towards the academic coaching model of

Amy Chua’s Battle Hymn of the Tiger Mother. Chua (2012) states that Tiger Mother strategies are

successfully used, by parents in diverse cultures, to help children to attain excellent qualifications.

Therefore, the Tiger Mother coaching approach was also tested, in tandem with mentoring strategies

derived from other practitioners and researchers.

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