Design and Expert Validation of a Value-Based Indicator System for Evaluating University Peer Mentoring Programmes
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| Title: | Design and Expert Validation of a Value-Based Indicator System for Evaluating University Peer Mentoring Programmes |
|---|---|
| Language: | English |
| Authors: | Marc Pérez-Burriel (ORCID |
| Source: | Journal of Further and Higher Education. 2025 49(9):1163-1186. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Evaluation, Peer Relationship, Mentors, College Freshmen, College Programs, Values, Values Education, Foreign Countries |
| Geographic Terms: | Europe |
| DOI: | 10.1080/0309877X.2025.2540972 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | Widespread implementation of peer mentoring programmes in universities has produced mixed results -- with some significant successes but also some disillusionment. These contradictory results suggest that mentoring operates in a context of systemic complexity, where multiple interconnected factors interact. One relevant aspect is the axiological dimension inherent in mentoring relationships and in negotiating the purpose and expectations of the various stakeholders involved in the process. The aim of this study is to design and validate a system of value-based indicators to evaluate the process and outcomes of a university peer mentoring program for first-year undergraduate students. The Delphi method was used for validation, with the participation of 24 experts, including seven former mentors, three university professors specialised in evaluation indicators, six experts in values and eight experts in university mentoring programmes. This methodology, which makes use of expert input, allowed us to refine the definitions of values and select the evaluation indicators that best reflected those values. From the study findings, we present a set of 41 value-based indicators based on seven core values. The results are discussed in relation to the theoretical model used and include both the limitations of the research and proposals for future studies. This study aims to contribute to the field by emphasising the importance of explicitly addressing the axiological dimension in mentoring programmes -- an aspect often overlooked in mentoring research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504996 |
| Database: | ERIC |
| Abstract: | Widespread implementation of peer mentoring programmes in universities has produced mixed results -- with some significant successes but also some disillusionment. These contradictory results suggest that mentoring operates in a context of systemic complexity, where multiple interconnected factors interact. One relevant aspect is the axiological dimension inherent in mentoring relationships and in negotiating the purpose and expectations of the various stakeholders involved in the process. The aim of this study is to design and validate a system of value-based indicators to evaluate the process and outcomes of a university peer mentoring program for first-year undergraduate students. The Delphi method was used for validation, with the participation of 24 experts, including seven former mentors, three university professors specialised in evaluation indicators, six experts in values and eight experts in university mentoring programmes. This methodology, which makes use of expert input, allowed us to refine the definitions of values and select the evaluation indicators that best reflected those values. From the study findings, we present a set of 41 value-based indicators based on seven core values. The results are discussed in relation to the theoretical model used and include both the limitations of the research and proposals for future studies. This study aims to contribute to the field by emphasising the importance of explicitly addressing the axiological dimension in mentoring programmes -- an aspect often overlooked in mentoring research. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2025.2540972 |
