In analysing the data, I identify the main themes that have emerged from the responses from academic and administrative staff, mentors, and mentees. The thematic analysis for each phase is tabulated.
Each phase is structured to provide an analysis of the findings in the same chronological format as the data was collected. After the preliminary phase, each subsequent phase began with a fieldwork visit to Pakistan. In this manner, the presentation of the data analysis retains the format of the research as indicated in Chapter VI, Research
Findings, and explained in the chronological order in line with the timeline of research (Appendix 20) and in the diagram on page 106.
The analysis follows the sequence:
i) Preliminary phase - literature review and interviews to establish the principles of the project.
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ii) Phase 1- first visit to Pakistan to establish the necessary arrangements for the project and conduct initial research on the local conditions and learning culture to enable refinement of the research design.
iii) Phase 2 - second visit to Pakistan to conduct training and implement the mentoring process with evaluation of the training workshops.
iv) Phase 3 - third visit to Pakistan to conduct interim review at the end of semester 1, and gather information through individual and collective interviews with mentors and mentees.
v) Phase 4 - fourth visit to Pakistan to conduct final evaluation through collecting logbooks, individual and collective (focus groups) interviews with the
participants and informal feedback.
vi) Phase 5 - fifth visit to Pakistan to obtain data on student performance, including exam results. To conduct interviews with senior staff at the universities and with mentors and mentees who had graduated and were seeking or were in
employment.
The analysis commences with consideration of the themes that were suggested by the aim and objectives and those which emerged from the preliminary findings during the initial visits to Lahore.
i) Preliminary Phase
In the preliminary phase, the main purpose was to establish, through primary and secondary sources, the effectiveness, and the problems, of introducing mentoring schemes in different learning cultures. Together, the results of this part of the research led to the development of the research design and the structure of the fieldwork as indicated in Chapter IV. In general, evidence and observations made from the interviews and of mentoring schemes in action were that mentoring schemes were effective in a number of ways in relation to the specific or general goals of the schemes. This is discussed more fully in Chapter III. The use made of these findings in designing the project is discussed in Chapter V.
The overall principles that were established from this preliminary investigation were:
Theme Finding/analysis
1 The commitment
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Following the preliminary phase, the above themes contributed to the first phase of the project, informing both the development of the project to introduce mentoring, and also the methods of data collection needed to manage and monitor the project as shown in the preliminary findings in Chapter VI.
2 Availability of
resources Cost of resourcing mentoring projects varies widely, but the essential resources need not be financial - example, expertise/knowledge (p. 68).
3 Necessity for
training Detailed, well-prepared and documented training for participants is essential to effective mentoring (p. 46, 71, 119-126). 4 The need for
structure Introduction of mentoring in a context unfamiliar with established mentoring and peer support requires a high level of structure in the process to ensure effective implementation. 5 The need for
selection 1. Mentors need to be selected to achieve good working relationships with their mentees
2.Selection and allocation of mentors needs to be sensitive to the specific culture(s) of the mentees and of the surrounding learning culture; examples include
i) gender ii) religion
3.Mentees should not feel that they have been ‘targeted’ as in need of special help (p. 69-71).
6 Issues in mentoring Vagueness in definition of mentoring. Quality and duration of mentoring, evaluation criteria, risk management, lack of
engagement, lack of ownership, diversity of mentoring schemes, exclusive to target groups (p. 57).
7 The awareness of the learning site as context for the mentoring process.
Scheme coordinators and mentors need to show flexibility in recognising the specificity of the ‘authentic learning site’ (p. 31) for each student, and the need for mentors to help the mentee to work within the overall learning culture from within their specific position in that culture.
8 Changing
pedagogical styles Mentoring uses a learning style close to learner-centred learning, with emphasis on the student’s ownership of their learning. This contrasts with teacher-centred pedagogy practiced in many Pakistani universities.
9 Student
engagement Mentors and mentees should feel ownership of the process as a contribution to improvement of the student experience. 10 Researcher role Researcher reflexivity based on previous personal experience in
mentoring in UK and studying/working in Pakistan, defined researcher role for the project as involving practitioner based research as well as observational research (p. 4, 83-87).
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At the beginning of each phase I have listed the four stages or moments of action research described in Chapter IV and illustrated diagrammatically on page 106, following the action research model as a succession of cycles. Each phase is a
successive cycle in the roadmap of the project. Consequently, the problem-solution tool was developed on the basis of a series of revised plans following action, observation and reflection from the preceding phase.
ii) Phase 1 – April 2009 (1st visit to Lahore)
Plan: Prepared introductory resource material for the prospective participants. Action: Sought permission from institutional heads for the project to be conducted; interviewed heads of departments; distributed questionnaires to academics and students. Observation: Concerns; resistance; enthusiasm.
Reflection: Findings from interviews, questionnaires and discussions with staff and students.
The results gathered in the first phase were intended to check the viability of the project as envisaged, to ensure that the research design in the initial plan would be appropriate, and, as a result of the findings from the questionnaire and interviews at this stage, made final amendments to the plan for the next phase of the project, the preparation and training of mentors and mentees.
Themes identified during the Phase 1 beginning with my first research visit to Lahore are listed and a brief analysis of each theme is provided in the table below. The detailed analysis and discussion of these themes is then offered. All the staff and students
referred to in this table are from the two participating universities in Lahore:
Theme Finding/analysis
Institutional
commitment Awareness of peer mentoring at the executive level. Concerns about logistics - for example, finance, time resources, commitment of participating staff and students. Persuaded to support project by explanation of scheme, by low requirement for local resource input and by coincidental pressure from Pakistan HEC to instigate learner-centred pedagogy in universities (p. 71).
Initial resistance to the introduction of structured peer support
Lack of awareness of and expertise in peer support; resistance to change in existing hierarchies in learning culture (p. 114, 137).
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Mutual student support present in universities
Assumption that students already provide sufficient support to one another, especially on social issues (p. 137).
Recognition of both academic and social/psychological issues for students
1. Uncertainty concerning responsibility for supporting students facing these issues. Academic staff too pressured to offer much support. Some scepticism over student peer support.
2. Resistance to project lowered through training and understanding of purpose and methods as non-threatening to existing teaching and learning (p.167).
Student participation
in mentoring project Enthusiastic response to proposal. Willingness to be able to help and receive help from a peer. Students recognised the need for training and volunteered to be trained for role of mentors (p. 77). Role of mentor Concern over ability to provide help and support to junior peers. Role of researcher 1. As an insider - it helped to use my links as an alumni and a local;
this was seen as non-threatening; advantage of being viewed as someone with a greater degree of understanding of the situation and a high level of reliability (p. 87).
2. As an outsider - the authority and expertise from gaining experience and training of student support in UK HE (p. 83-85). 3. Agent of change; leading and managing change (p. 44, 128, 141).
Table 17: Theme analysis - Phase 1
As seen from the results in Chapter VI, the broad direction of the project as planned and prepared from previous experience and readings was confirmed in this phase.
Furthermore, some interesting contrasts appeared in the responses from students and teachers to the question of what problems students might encounter (Appendix 1 and 2). The responses of the academic staff to the academic issues were broadly similar to those which might be expected in a university in the UK, examples of which can be seen in Chapter III. However, the responses were very different for non-academic issues, where the political situation was given high priority. Such issues were not raised or discussed in any of the case studies considered while planning the project. This was not envisaged as a finding prior to the research fieldwork. There was no preconception on the part of the researcher that the security situation would be seen as impacting strongly on the learning culture. This may have been a consequence of my working in the preliminary