Community of Practice: Collaborative approaches to academic mentoring

Daniela Perez Aguilar (LSE)

Tuesday, April 8, 2025 1:30 PM - 2:15 PM

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Session Outline

This presentation reflects on the role of communities of practice (CoP) in addressing key challenges faced by academic mentors (personal tutors) and professional service staff involved in student support across higher education institutions. Drawing on evidence collected from students and departments, this presentation demonstrates how establishing a CoP can foster shared understandings, enhance consistency in academic mentoring, and promote institutional learning.

A significant challenge in academic mentoring lies in its inconsistent delivery across departments (Grant, 2006; Walker, 2020). Institutions like the London School of Economics (LSE) allow flexibility in mentoring approaches based on departmental needs and capacities. However, without mechanisms to share effective practices, this flexibility can hinder coherence and student outcomes (Lochtie et al., 2018). CoPs provide an effective solution by creating structured spaces where academic and professional staff can exchange knowledge and learn from each other’s experiences (Wenger, 1998).

The Inclusive Education team at our institution plays a pivotal role in advising mentors on best practices and communicating university expectations. Although not directly involved in mentoring, our contribution is centred on providing resources, frameworks, and training that enhance the quality of student support. By embedding CoPs within this broader support structure, we aim to bridge gaps between academic and professional staff, fostering collaboration and holistic mentoring approaches. One of the goals is to enhance institutional knowledge around academic mentoring and facilitate the flow of information and expertise across the institution (Delaney, 1997; Knight et al., 1997).

Over time, the CoP has evolved into a supportive space where participants share challenges, reflect on practice, and co-create solutions. At times, participants have described these sessions as ‘group therapy,’ highlighting the emotional and professional benefits of such engagement (Brookfield, 1995). A key strength of the CoP lies in its ability to bring diverse perspectives together—academic mentors, student advisors, and professional service staff—allowing for cross-functional learning and mutual support. This collaborative model is particularly effective in addressing issues such as student well-being, assessment stress, and navigating university services, and also responds to the need for support in the practice of mentoring by other colleagues (Bovill, 2020; Thomas, 2012; Ridley, 2006).

Managing a CoP requires sustained effort to maintain engagement, build trust, and ensure participants derive value from their involvement. In this presentation, we will discuss the practicalities of coordinating these sessions, including strategies to sustain long-term participation. We will also explore the evaluation methods employed to measure the CoP’s impact, using qualitative feedback from participants and students as key evidence of its effectiveness.

Moreover, we will demonstrate how the CoP has become an integral component of the Access and Participation Plan (APP), serving as a strategic mechanism to enhance students’ learning experiences. The CoP has contributed to developing staff self-efficacy and institutional capacity for innovation in student support.

We conclude by emphasising the broader implications of this initiative. By recognising and leveraging the contributions of all staff involved in student support, the CoP promotes a culture of continuous improvement and collaboration. Attendees will be invited to reflect on how these principles can be adapted to their institutions, ultimately supporting a sector-wide shift towards inclusive and consistent academic mentoring.

Learning Outcomes

Enhanced Understanding of Peer Learning and Reflective Practice: Participants will learn about how to incorporate insights and strategies shared by colleagues into their own mentoring practices.
Effective Evaluation and Impact Measurement of Mentoring Initiatives: Participants will learn about the methodologies and metrics used to evaluate the impact of communities of practice in academic settings.

Bibliography

Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037.
Brookfield, S.D., Mandzuk, D. and Clifton, R. (1998) ‘Becoming a critically reflective teacher’, Interchange (Toronto. 1984), pp. 115–118.
Delaney, A. M. (1997). The Role of Institutional Research in Higher Education: Enabling Researchers to Meet New Challenges. Research in Higher Education, 38(1).
Grant, A. (2006) Personal Tutoring: A System in Crisis? In: L. Thomas and P. Hixenbaugh (eds.) Personal Tutoring in Higher Education. Stoke on Trent: Trentham Books, 11-20.
Knight, W. E., Moore, M. E., & Coperthwaite, C. A. (1997). Institutional Research: Knowledge, Skills, and Perceptions of Effectiveness. In Research in Higher Education (Vol. 38, Issue 4).
Lochtie D, McIntosh E, Stork A, et al. (2018) Effective Personal Tutoring in Higher Education. Northwich: Critical Publishing.
Ridley, P. (2006). "Who's looking after me?": Supporting new personal tutors. In L. Thomas, & P. Hixenbaugh (Eds.), Personal tutoring in Higher Education (pp. 127-136). Trentham Books.
Thomas, L. (2012) What Works? Student Retention and Success. Building Student Engagement and Belonging in Higher Education at a Time of Change. HEA. Available from https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-summary [accessed 15 January 2025].
Walker, B. W. (2022). Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors. Active Learning in Higher Education, 23(1), 65-77.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring