Learning from African students

Authors

  • Angie Bartoli University of Northampton
  • Sue Kennedy University of Northampton
  • Tedam Prospera University of Northampton

DOI:

https://doi.org/10.14234/elehe.v1i1.9

Keywords:

mentoring, international students, social work, African students, support group, peer support, transitions

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.

Author Biographies

Angie Bartoli, University of Northampton

S

Sue Kennedy, University of Northampton

Principal Lecturer in Social Work, School of Health, University of Northampton

Tedam Prospera, University of Northampton

Senior Lecturer in Social Work – Practice, School of Health, University of Northampton

References

Bartoli, A., Kennedy, S., Tedam, P, (2008) Who is failing to adjust? Black African student experience of practice learning in a social work setting, Journal of practice teaching in health and social care. Whiting & Birch

Bennetts, C. (1994) Mentors, Mirrors and reflective Practitioners; an inquiry into informal mentor/learner relationships, M.Ed dissertation, The University of Sheffield

Parsloe, E. (1992) Coaching, Mentoring and Assessing: A practical guide to developing competence. London, Kogan Page

Clutterbuck, D (2005) How to find and use a mentor available at www.clutterbucksassociates.org [accessed 16.04.09]

Clutterbuck, D. (2005a) Mentoring for Diversity available at www.clutterbucksassociates.org [accessed 16.04.09]

General Social Care Council (2007) Social work education in England: delivering quality, recognizing success. Social work education quality assurance report. London: GSCC General Social Care Council (2009) Raising standards: Social work education in England 2007-08, London: GSCC

Kram, K. E, (1985) Mentoring at work: Developmental relationship in organisational life. Glenview.IL. Scott, Foresman and Company

Lee, A (2007) How can a mentor support experiential learning? Clinical child psychology and psychiatry. 12, 333-340

http://dx.doi.org/10.1177/1359104507078455

PMid:17953120

Lucas, F.K (2001) The social construction of mentoring roles. Mentoring and Tutoring. 9 (1) 23-47

http://dx.doi.org/10.1080/13611260120046665

Morton, A. (2003) Mentoring. York: LTSN Generic Centre.

Orly, M (2008) Mentoring mentors as a tool for personal and professional empowerment in teacher education. International Journal for Evidence Based Coaching and Mentoring. 6, (1), 1-19

Downloads

How to Cite

Bartoli, A., Kennedy, S., & Prospera, T. (2009). Learning from African students. Enhancing the Learner Experience in Higher Education, 1(1), 70–79. https://doi.org/10.14234/elehe.v1i1.9

Issue

Section

Work in progress