Providing specialist support to peers: evaluating a student mentoring scheme for semi-independent overseas fieldwork

Abstract

Abstract This article explores how a pilot student peer-mentoring scheme can be used to support semi-independent overseas fieldwork. Students returning from an extended period of living and working in a developing country are seen to contribute by acting as a role model of what can be attained and providing valuable insights into the overseas experience. The students return with more knowledge of a particular place, culture or research project than their tutors. Other benefits include providing identity to the degree programme, enabling social interaction between academic cohorts, and as a recruitment tool. This article explores the experiences of student mentors and mentees, identifies the benefits and issues, and makes recommendations on how these can be addressed in a more formal mentoring scheme.