Mentoring and Academic Development
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Abstract
Abstract
This study examines how college student mentors in a structured school-based mentoring programme in India understand and refine effective mentoring qualities over time. Using a qualitative longitudinal design, the study draws on baseline open-ended survey responses from the start of the programme and semi-structured interviews with 17 purposively selected college student mentors at the end of implementation. The data is analysed inductively using the Strauss–Corbin coding approach to examine changes in mentors’ perceptions across programme participation. The analysis identifies shifts in how mentors articulate both functional (e.g. guidance, support) and relational (e.g. empathy, adaptability) aspects of mentoring. Preparedness and accountability emerged as salient qualities through sustained engagement. Findings highlight mentoring as a developmental process in which mentors integrate leadership and relational capabilities. The study offers evidence-based insights for programme design, including mentor training and ongoing support within structured programmes.
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@article{Kumar2026Evolution,
title = {Evolution of College-Student Mentor Perceptions and Practices: Evidence from a School-Based Programme in India},
author = {Anuradha Thittai Kumar and Julia Pryce and Òscar Prieto‐Flores},
journal = {International journal of evidence based coaching and mentoring},
year = {2026},
doi = {10.1177/17418305261480949},
url = {https://doi.org/10.1177/17418305261480949}
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