Using Fanghanel’s (2007) Framework to Explore the Micro, Meso, and Macro Factors Influencing Undergraduate Student Mentoring Programs

Abstract

Successful undergraduate mentoring programs have the potential to help at-risk students achieve academic success, retention, and ultimately graduation (Terrion & Leonard, 2007). Mentoring involves the provision of general guidance, support, and, in some instances, helping a student learn something new. Studies show mentoring also promotes students’ sense of well-being by challenging the negative opinions they may have of themselves and demonstrating that they can have positive relationships with adults (Coles, 2011). In most instances, the success of such mentoring programs at the university level not only relies on the effectiveness of the mentor-mentee relationship, but also the effectiveness of the coordinator of the program (Pfund, 2016). However, the role that the coordinator plays in the effectiveness of these programs is less understood.

In order to better understand these dynamics, this exploratory, theoretical case study will use Fanghanel’s (2007) framework (i.e., Micro, Meso, and Macro levels) to draw conclusions from observational data collected from one semester on two undergraduate mentoring programs from the coordinator’s perspective. Specifically, the results of this analysis indicate that at the Micro level, issues pertaining to approach, networking, training, and expectations are important, whereas at the Meso and Macro level, feedback, logistics, listening, and holistic planning are valuable. The implications from this study provide actionable items that can be used to improve undergraduate mentoring programs from the perspective of the coordinator’s responsibilities. Conclusions for this study will provide avenues for future research that explores the mentees' perspectives on the effectiveness of these approaches.