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Exploring the effectiveness of peer mentoring of accounting and finance students in higher education

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  • Alison Fox
  • Lorna Stevenson

Abstract

This article explores the effectiveness of peer mentoring with accounting and finance students at the University of Dundee. The motives of such a mentoring scheme are to improve the participants' academic performance and to develop their transferable skills. In the context of this study, peer mentoring comprises third year students (mentors) mentoring first year students (mentees). Using a semi-formal tutorial setting and meetings during the latter part of the academic year, mentoring groups address issues such as academic writing skills, study techniques and examination preparation. The effects of mentoring are measured by a comparison of the pre- and post-mentoring examination performance of the mentees. In addition, focus group interviews are used to gather the opinions of the mentees and the mentors as to their impressions about the success of the project. The empirical results suggest that mentoring has had a positive effect on the academic performance of the mentees. The focus group interviews found that both the mentors and the mentees claimed to benefit significantly from their involvement in the project.

Suggested Citation

  • Alison Fox & Lorna Stevenson, 2006. "Exploring the effectiveness of peer mentoring of accounting and finance students in higher education," Accounting Education, Taylor & Francis Journals, vol. 15(2), pages 189-202.
    • Handle: RePEc:taf:accted:v:15:y:2006:i:2:p:189-202
    DOI: 10.1080/06939280600595145
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    Cited by:

    1. Apostolou, Barbara & Hassell, John M. & Rebele, James E. & Watson, Stephanie F., 2010. "Accounting education literature review (2006–2009)," Journal of Accounting Education, Elsevier, vol. 28(3), pages 145-197.

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