RAPPORT
Issue 5 (August 2020)
The International Journal for
Recording Achievement,
Planning and Portfolios
Coaching and mentoring approaches to tutoring:
challenges and opportunities in Higher Education
Rob Ward
Director Emeritus of the CRA.
Email: [email protected]
Abstract
In this chapter we draw upon material drawn from across a range of portfolios presented
as evidence for accreditation within the CRA/SEDA scheme to illuminate instances where
practice makes use of ‘coaching’ and ‘mentoring’ approaches. To set these in context we
first explore the terms themselves, and a range of perspectives upon these, in order to
identify what might characterise such practice. We then explore evidence from Portfolios
which report upon the use of relevant approaches to practice, whether defined explicitly
as coaching or mentoring or not. Finally, some factors are indicated which may act to
inhibit the wider use of such approaches, and a wider issue, that of ‘power’ and ‘control’
in such relationships, is highlighted as an issue for further consideration.
.
Overview contextualised in
relation to literature
An internet search for the terms ‘coaching’
and ‘mentoring’ emphasises their origins
in, and continuing strong connections to,
professional and career development (see
e.g. Grey et al., 2016; Garvey et al., 2018).
It also highlights that, while the terms are
often used together, the authors of the
second publication note ‘lively debate’ in
terms of their meaning(s) (2018: 4). While
they conclude that the terms refer to
practice(s) that are similar in nature they
also acknowledge a polarisation in the
discourses which inform writings in this
field.
Others also suggest distinctions in how the
terms are used. Two examples serve to
illustrate such distinctions. According to
the Chartered Institute of Management
Accountants (2002):
‘coaching is a little bit like having the
professional equivalent of a fitness
trainer – a specialist dedicated to
working with you on specific goals
and objectives you would like to
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