A course-based and formal structured mentoring programme with Chinese university students

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

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Original languageEnglish
Pages (from-to)193-204
Number of pages12
Journal / PublicationInnovations in Education and Teaching International
Issue number2
Online published10 Aug 2020
Publication statusPublished - 2022


This paper reports the design, delivery, and evaluation of a mentoring programme which aimed to promote critical thinking and problem-solving skills in Chinese university students. Several new elements in this mentoring programme distinguish it from many previous such programmes within the context of higher education. These new elements include anchoring on a course which allowed junior year students to mentor senior year students, an equal emphasis on learning by both mentors and mentees, and the specific objectives promoting transferrable generic skills rather than discipline-specific knowledge. Evidence from quantitative and qualitative data analyses suggests that a mentoring programme of this kind can be implemented successfully with Chinese learners, provided that it is well structured. Our experience sheds new light on how this type of programme can be designed and implemented non-traditionally in higher education and will have a broader appeal to educators in higher education teaching learners with passive learning styles.

Research Area(s)

  • benefits for mentor and mentee, course-based, higher education, Mentoring programme