A career mentoring tale: A story of assumptions, assessment and action

Susan Forseille, Arlene Olynyk and Kristen Hamilton

Journal of Education Advancement & Marketing, 2019, vol. 4, issue 2, 118-134

Abstract: In 2009, Thompson Rivers University created a Career Mentoring Program (CMP). The programme mission was to bring career development expertise, from mentors’ personal experiences, to students through career mentoring activities. The initial goals were to teach students networking skills and enhance their understanding of the current labour market. As the programme evolved, so too did the understanding of its impact on students’ career development, and as a result, the goals of the CMP evolved. This paper will outline the evolution of the programme, the mistakes and partnerships that influenced the evolution and how a formal research project solidified the learning programme organisers assumed was happening. The results of conducting this mixed methods research, and using it to improve the programme each year, have had a profound outcome on programme objectives: to increase the career knowledge, confidence and action of students. This paper will demonstrate to other practitioners that programme assessment and research do not have to be difficult or costly. The authors hope that, from this paper, educators will be able to take this experience and tweak or start a relevant and effective programme for students.

Keywords: career mentoring; co-career educators; career confidence; career knowledge acquisition; career action; programme assessment (search for similar items in EconPapers)
JEL-codes: M3 (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:aza:jeam00:y:2019:v:4:i:2:p:118-134

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