Nurturing female leadership skills through peer mentoring role. A study among undergraduate students in the United Arab Emirates.

Autor/inn/en	Baroudi, Sandra; David, Solomon Arulraj
Titel	Nurturing female leadership skills through peer mentoring role. A study among undergraduate students in the United Arab Emirates.
Quelle	In: Higher education quarterly, 74 (2020) 4, S. 458-474Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.12249
Schlagwörter	Lehre; Studium; Studienverhalten; Studentenschaft; Student; Studentin; Ausland; Vereinigte Arabische Emirate
Abstract	Nurturing students' leadership is a crucial element in the twenty-first century due to its effects on their personal growth, well-being and self-awareness. Peer mentoring programmes promoted students' confidence levels and provided leadership development opportunities for them. The majority of peer mentoring studies often looked into the positive outcomes of mentoring on mentees rather than on mentors. Through semi-structured interviews, this study sought to explore the impact of peer mentoring role on female mentors' personal development and leadership practices in one university in the United Arab Emirates. Most participants viewed the mentoring role as the driving force behind their improved academic, personal development and career-related skills. The peer mentoring experience offered a great personal and psychosocial support to female mentors. Involvement in peer mentoring enhanced mentors' well-being and their attachment to their learning environment. Mentors' professionalism and sense of responsibility grew, and they gained experiences and skills that may help them in their future career. This study aimed to inspire female students to be future leaders who can positively contribute to their communities. It strengthened arguments for implementing peer mentoring programmes in universities. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2021/2