Ali Lauener and Mohammed Rezai

1. Analysis of the effects on
academic performance of
mentoring and supporting
international undergraduate
students
Ridita Ali, Angela Lauener and Dr. Mohammad Rezai

2.  ACES Faculty recruitment - Dr. Mo Rezai
 Computing Department - Dr. Angie Lauener
 Mentors in Engineering and Computing
 Mentees in Engineering and Computing
Multiple perspectives

3. Establish methods for enhancing
academic results of international
undergraduate students.
Ultimately, to open discussion
about the need for informal
learning spaces for ALL students
AIM OF THIS PAPER

4.  International students have poorer academic
performance than UK/European students (Ianelli and
Huang, 2014)
 A mentoring programme has evolved in ACES to
provide support especially for Direct Entry
international students in the departments of
Engineering and Computing
Background

5. COMPARISONS
Results that stand out: International students
gaining good honours degrees in pre-92 universities
 Birmingham University: 76%
 Oxford: 56%
 Sheffield Uni: 50%
 Surrey Uni: 66%
 Cambridge: 6% (no extra support for
the students)
Results that stand out: International students
gaining good honours degrees in post-92
universities
 De Montfort: 79%
 Sheffield Hallam: 17%
 Huddersfield: 16%
According to a study conducted on academic results of Chinese
students by Gudrun Myers of Sheffield Business School in 2014:

6.  Offered to ALL direct entry students in Engineering
and Computing throughout the academic year
 Mentors are postgraduate students in Engineering
and Computing
 Mentors are selected by interview and trained
 Academics monitor progress and provide appropriate
support
Key features of the mentoring
programme

7.  1. Does mentoring improve academic performance in
ACES direct entry students in Engineering and
Computing?
 2. What good practice in mentoring has been
developed?
 3. What are the benefits for mentors?
 4. What are the wider implications for student
support and academic performance at SHU?
Research questions

8. FINDINGS: 1. Does mentoring improve
academic performance in ACES direct entry
students in Engineering and Computing?
40%
13%
13%
34%
Academic Performance of International student based on
Session engagement (Engineering students)
Engaged and Passed
Engaged and Failed
Haven't Engaged and Passed
Haven't Engaged and Failed

9. Findings by Engineering Course
50%
17%
33%
Academic Results of Electronic Engineering
students' based on session engagement
Engaged and Passed
Haven't Engaged
and Passed
Haven't Engaged
and Fail or Low
marks 34%
33%
33%
Academic Results of Computing
Engineering Students based on
session engagement
Engaged
and Passed
Engaged
and Failed
Haven't
Engaged
and Passed
40%
20%
40%
Academic Results of Material and Mechanical
Students based on session engagement
Engaged and Passed
Engaged and Failed
Haven't Engaged and
Failed

10.  5 Level 6 Direct Entry students ENGAGED and PASSED
(Nigerians: 2 First Class, 2 x 2:1 Chinese: 1 3rd)
 3 Level 5 Direct Entry students DID NOT ENGAGE and PASSED
(Malaysian – First Class, Cypriot – 2:1, Chinese – 2:2)
 1 Level 5 Direct Entry Chinese student ENGAGED in 2014-5 and
PASSED and gained 2:2 in 2015-6
 1 Level 6 Direct Entry Chinese student in 2012-3 failed all
modules; gained 40 credits in 2013-4; DID NOT ENGAGE in 2014-5
and gained 40 credits – Ordinary Degree
 Why did the ‘NOT ENGAGED’ students do well? Because they
were highly motivated, conscientious students
Qualitative and quantitative findings
on Computing mentees

11. 2. What good practice in mentoring
has been developed?
RIDITA: “When supporting new students, mentors need to:
be very PATIENT and LISTEN:
 able to listen to the mentees even if it is something they have already
understood
 respond frequently to whatever they are saying so that they know
that the mentors are listening to mentees
not get offended
avoid saying at the first session that mentors cannot do it all”
OTHER MENTORS: be flexible and adaptable; provide structure
and focus; set a timetable of regular meetings; give rewards! ;
use email or Facebook messenger to communicate

12. 3. What are the benefits for mentors?
self-
awareness
CV
enhanced
chance to
give back
confidence
time
management
practice
public
speaking
ability to see
other
perspectives
widen
subject
knowledge
discovering
what they
know!
status –
“feel
important”
transferable
skills for
career
global
friendships
improve
English

13. 4. What are the wider implications for student
support and academic performance at SHU?
Over to you!