Freshmen mentoring at ULiège : brakes and levers to student’s participation

Freshmen mentoring at ULiège : brakes and levers to student’s participation

• Johanne Huart, Pôle académique liège Luxembourg, Belgique

• Dominique Verpoorten, Université de Liège, Belgique

• Pascal Detroz, Université de Liège, Belgique

• Geneviève Philippe, Université de Liège, Belgique

• Benoit Donnet, Université de Liège, Belgique

• Guénaël Devillet, Université de Liège, Belgique

• Sabine Geerts, Université de Liège, Belgique

• Laurent Leduc, Université de Liège, Belgique

doi : 10.18162/fp.2023.847

Résumé

Despite the efforts made by universities to support first-year students, freshmen sometimes under-utilize the pedagogical tools designed for them. Faced with this phenomenon in the context of a faculty mentoring program, the University of Liège examined the obstacles and levers to freshmen participation using the Theory of Planned Behavior. The results show the importance of students’ a priori representation of the mentoring experience and of their ability to participate, and point to beliefs about attachment, mentees, mentors and organizational aspects.

Abstract

Despite the efforts made by universities to support first-year students, freshmen sometimes under-utilize the pedagogical tools designed for them. Faced with this phenomenon in the context of a faculty mentoring program, the University of Liège examined the obstacles and levers to freshmen participation using the Theory of Planned Behavior. The results show the importance of students’ a priori representation of the mentoring experience and of their ability to participate, and point to beliefs about attachment, mentees, mentors and organizational aspects.