Mentoring Strands

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The scheme is organised around three distinct mentoring strands, comprising:

Research mentoring content

Research mentoring

Research mentoring

Who is it for?

The research mentoring strand is for university staff engaging in, or planning to engage in research. Indicative mentor and mentee roles are:

  • Early career researchers
  • Staff aspiring to/returning to research
  • Lecturing staff aspiring to undertake research to support and enhance their subject expertise
  • Established researchers

Mentoring cycle

It is expected that a mentoring relationship will last between 6 months to 1 year, and have well-defined objectives. At the end of the agreed period of mentoring the mentor and mentee will review and evaluate the process and assess whether objectives have been met. If the mentor and mentee decide further mentoring would be beneficial, they are free to enter a new cycle after setting fresh objectives.

Registering to become a mentor/and or mentee on the research mentoring strand

Benefits for the mentor

  • Development of interpersonal and communication skills;
  • Development of coaching, support skills and experience;
  • Opportunity to reflect on one’s own practice and affirm your own expertise and value of experience;
  • Increased self-awareness and being positively challenged;
  • Builds leadership/managing skills – without line management responsibility the mentoring focus is the person and not task focused;
  • Supports engagement and development;
  • Sense of achievement in helping someone else grow through mentoring.

Benefits for the mentee

The table below provides an overview of indicative roles at the university for the research mentee group and the areas of benefit for mentees.

Mentee groupIndicative roles at UHIPotential areas of benefit
Early Career Researchers

Recent PhD graduates and newly appointed researchers.

Final year postgraduate researchers aspiring to an academic career.

Part-time postgraduate researchers also employed as staff

  • Proposal writing and review guidance.
  • Paper writing and publishing guidance.
  • Paper review – involvement in the process and what is required.
  • Support and guidance in joining journal editorial boards.
  • General mentoring / personal career advice.
Staff aspiring to/returning to research

Colleagues newly joining UHI with research backgrounds looking to further their research career in the university

Existing Colleagues in the university returning to research after a career break (numerous reasons for this including maternity/paternity leave, management and/or teaching responsibilities etc).

Colleagues looking to establish a research active area.
  • Guidance on where to start.
  • Confidence building – pointers to relevant training & coaching.
  • Specific skills requirements i.e. update laboratory skills.
  • Introduction to research networks in subject area.
  • Preparation of papers and review.
  • Guidance in preparing for and taking on research student supervision.
  • Familiarisation with UHI.
  • General career advice.
Academic staff Colleagues with limited research background but aspiring to undertake research to support and enhance their subject expertise, this might include undertaking a research degree.
  • Support to develop project proposals to undertake research (organising and managing the release of time from lecturing).
  • Advice in time management; prioritisation and achieving personal goals.
  • Support in securing research funding; writing papers/and presenting at conferences.
  • Guidance in developing research networks.
  • Confidence building / coaching.
  • Identifying relevant staff development to release time for research.
  • Guidance in choice of research degree and subject.
Established researchers Colleagues with an established research career looking to develop in terms of: improving performance as a principal investigator; leading research teams; strategic research leadership.
  • Support in identifying and enhancing areas of research leadership strength
  • Helping to set realistic goals
  • Support in identifying gaps and targeting actions to achieve goals
  • Confidence building / coaching

Who should I contact with enquiries?

 

  • For enquiries relating to the mentoring system Sumac or the mentoring process, please contact mentoring@uhi.ac.uk
  • For enquiries specifically related to research mentoring,please contact the lead for this strand, Melanie Smith: melanie.smith.ic@uhi.ac.uk

 

Learning and teaching enhancement mentoring content

Learning and teaching enhancement mentoring

Learning and teaching enhancement mentoring

Who is it for?

The learning and teaching mentoring strand is for university staff newly appointed in learning and teaching lecturing and support roles, experienced lecturing and learning and teaching support staff wishing to gain mentoring in specific areas of expertise and university staff with to develop academic leadership and is voluntary and widely accessible across university staff engaging in, or planning to engage in research ensuring equality and diversity of access. Indicative roles are:

  • Early career educators
  • Experienced staff wishing to gain mentoring in specific areas of expertise
  • Academic Leadership: Colleagues seeking career progression to senior academic and academic-related roles and colleagues newly appointed senior academic and academic-related roles

Colleagues who engage as mentors within the learning and teaching enhancement strand of the Mentoring Scheme may be able to use this experience in meeting the ‘leadership and mentoring’ element that is part of the evidence required when seeking recognition as a Senior Fellow HEA through ALPINE.

Mentoring cycle

It is expected that a mentoring relationship will last between 6 months to 1 year, and have well defined objectives. At the end of the agreed period of mentoring the mentor and mentee will review and evaluate the process and assess whether objectives have been met. If the mentor and mentee decide further mentoring would be beneficial, they are free to enter a new cycle after setting fresh objectives.

Registering to become a mentor/and or mentee on the Learning and Teaching Enhancement mentoring strand

Please download and read the Introduction to the University of the Highlands and Islands Mentoring Scheme Guide before registering on the mentoring system Sumac. Once you have decided that you would like to register as a mentor and/or mentee on the learning and teaching enhancement mentoring strand then please register your details in Sumac by following this link: https://sumac.ac.uk/account/university-of-the-highlands-and-islands/scheme/271

Benefits for the mentor

  • Colleagues who engage as mentors within the ALPINE strand of the Mentoring Scheme may be able to use this experience in meeting the ‘leadership and mentoring’ element that is part of the evidence required when seeking recognition as a Senior Fellow Higher Education Academy (HEA) through ALPINE;
  • Development of interpersonal and communication skills;
  • Development of coaching, support skills and experience;
  • Opportunity to reflect on one’s own practice and affirm your own expertise and value of experience;
  • Increased self-awareness and being positively challenged;
  • Builds leadership/managing skills – without line management responsibility the mentoring focus is the person and not task focused;
  • Supports engagement and development;
  • Sense of achievement in helping someone else grow through mentoring.

Benefits for the mentee

The table below provides an overview of indicative roles at the university for the research mentee group and the areas of benefit for mentees.

Mentee groupIndicative roles at UHIPotential areas of benefit
Early Career Educators

New further education (FE) and higher education (HE) lecturers.

Those new to module leadership.

Postgraduate students and other colleagues beginning to assume learning and teaching responsibilities.

Newly appointed colleagues with learning and teaching responsibilities.

  • Confidence building.
  • Pointers to relevant professional development and coaching.
  • Familiarisation with the tertiary education sector and landscape.
  • Familiarisation with UHI.
  • Skills development/enhancement.
  • General career advice and planning
Experienced staff wishing to gain mentoring in specific areas of expertise

Further education (FE) and higher education (HE) lecturers.

Module and programme leaders.

Experienced colleagues with responsibilities for developing and delivering – or supporting the development and delivery of - learning and teaching.

Colleagues with responsibility for curriculum design and development.

  • Guidance on where to start.
  • Pointers to relevant professional development and coaching.
  • Skills development/enhancement.
  • General career advice and planning.
Academic leadership

Colleagues seeking career progression to senior academic and academic-related roles.

Colleagues newly appointed to senior academic and academic-related roles.

  • Confidence building and coaching.
  • Pointers to relevant professional development and networking.
  • Identifying and planning leadership opportunities.
  • Leadership career advice and planning.

Who should I contact with enquiries?

If you enquiry is related to the mentoring system Sumac or the mentoring process hen please contact mentoring@uhi.ac.uk. If you enquiry is specifically related to the learning and teaching enhancement mentoring strand then please contact the lead for this strand, Ann Tilbury at ann.tilbury@uhi.ac.uk

ALPINE mentoring content

ALPINE mentoring

ALPINE mentoring

Who is it for?

The ALPINE mentoring strand is voluntary and is widely accessible across the university for staff engaging with the portfolio route on ALPINE (Accredited Learning, Professional development and Innovation in Education), the university framework for awarding Associate Fellow, Fellow and Senior Fellow of the HEA (Higher Education Academy).

University colleagues who are applying for Principal Fellow directly to the HEA can also be mentored through the university mentoring scheme.

Mentoring cycle

The ALPINE mentoring process operates around the duration of an ALPINE application process, at the end of which the mentee will submit an ALPINE application to the ALPINE Recognition Panel. If the mentee is requested to submit additional evidence to the recognition panel then the mentoring relationship may continue with the mentor and mentee deciding further mentoring until fellowship is awarded.

Registering to become a mentor/and or mentee on the ALPINE mentoring strand

Please download and read the Introduction to the University of the Highlands and Islands Mentoring Scheme Guide before registering on the mentoring system Sumac. Once you have decided that you would like to register as a mentor and/or mentee on the ALPINE mentoring strand then please register your details in Sumac by following this link:
https://sumac.ac.uk/account/university-of-the-highlands-and-islands/scheme/270

Benefits for the mentor

  • Colleagues who engage as mentors within the ALPINE strand of the Mentoring Scheme may be able to use this experience in meeting the ‘leadership and mentoring’ element that is part of the evidence required when seeking recognition as a Senior Fellow Higher Education Academy (HEA) through ALPINE;
  • Development of interpersonal and communication skills;
  • Development of coaching, support skills and experience;
  • Opportunity to reflect on one’s own practice and affirm your own expertise and value of experience;
  • Increased self-awareness and being positively challenged;
  • Builds leadership/managing skills – without line management responsibility the mentoring focus is the person and not task focused;
  • Supports engagement and development;
  • Sense of achievement in helping someone else grow through mentoring.

Benefits for the mentee

The table below provides an overview of indicative roles at UHI for the ALPINE mentee group and the areas of benefit for mentees.

Mentee groupIndicative roles at UHIPotential areas of benefit
Application for Associate Fellow of the HEA

Supporting learning and teaching

Colleagues in non-academic or academic-related roles (e.g. library staff, educational technologists, learning resource developers) or who have specific teaching responsibilities (e.g. graduate students).

  • Guidance on where to start.
  • Help to Identify evidence to put forward, including identifying two Areas of Activity in the UK Professional Standards Framework (UKPSF).
  • Guidance on how to map to (UKPSF).
  • Identifying CPD activities to engage in.
  • Support and guidance in application writing style.
  • Familiarisation of the application and review process.
Application for Fellow of the HEA

Good practice in learning and Teaching

Colleagues who are in lecturing and Module Leader roles, or who have other substantive responsibilities for learning and teaching.

  • Guidance on where to start.
  • Help to Identify evidence to put forward.
  • Guidance on how to map to the UK Professional Standards Framework (UKPSF).
  • Identifying CPD activities to engage in.
  • Support and guidance in application writing style.
  • Familiarisation of the application and review process.
Application for Senior Fellow of the HEA

Academic Leadership

Colleagues with substantial internal academic leadership responsibilities, including Programme Leaders, Subject Network Leaders, Academic and/or Student Support Team Leaders and those with a wider institutional role for learning and teaching

  • Guidance on where to start.
  • Help to Identify evidence to put forward, including the basis of the two leadership case studies.
  • Guidance on how to map to the UK Professional Standards Framework (UKPSF).
  • Identifying CPD activities to engage in.
  • Support and guidance in application writing style.
  • Familiarisation of the application and review process.
Application for Principal Fellow of the HEA

Strategic leadership with external impact

Colleagues who hold strategic academic leadership roles (e.g. Assistant and Depute Principals, Deans) or other roles with an internal and external impact on learning and teaching practice and policy.

  • Guidance on where to start.
  • Help to Identify evidence to put forward, including areas of educational impact.
  • Guidance on how to map to the UK Professional Standards Framework (UKPSF).
  • Identifying CPD activities to engage in.
  • Support and guidance in application writing style.
  • Familiarisation of the application and review process.

Who should I contact with enquiries?

If you enquiry is related to the mentoring system Sumac or the mentoring process then please contact mentoring@uhi.ac.uk. If you enquiry is specifically related to the ALPINE mentoring strand then please contact the lead for this strand, Alex Walker alpine@uhi.ac.uk

Scholarship development mentoring content

Scholarship development mentoring

Scholarship development mentoring

Who is it for?

The scholarship development mentoring strand is for university staff wishing to engage in scholarship, either in its own right, or as a pathway to research.

Indicative roles

 

Potential areas of activity

Early career researchers who want to engage in scholarship as a pathway to research

Academic staff looking to take their first steps in scholarship either in their own discipline, or in learning and teaching

Colleagues in professional services roles who would like to develop their scholarly activity for personal development or career progression

Colleagues undertaking scholarship activity who are looking for guidance to complete specific project

 

 Support and guidance in presenting at conferences

Support and guidance on reflective writing including blogging and writing for newsletters

Support and guidance on reviewing for academic journals

Confidence building

Advice on relevant professional development and coaching opportunities

General career planning and progression

Introduction to relevant professional and disciplinary networks and guidance in developing own networks.

Colleagues who engage as mentors may be able to use this experience in meeting the ‘leadership and mentoring’ element that is part of the evidence required when seeking recognition as a Senior Fellow HEA through ALPINE.

Mentoring cycle

It is expected that a mentoring relationship will last between 6 months to 1 year, and have well defined objectives. At the end of the agreed period of mentoring the mentor and mentee will review and evaluate the process and assess whether objectives have been met. If the mentor and mentee decide further mentoring would be beneficial, they are free to enter a new cycle after setting fresh objectives.

Registering to become a mentor/and or mentee

Whom should I contact with enquiries?

  • For enquiries relating to the mentoring system Sumac or the mentoring process, please contact mentoring@uhi.ac.uk
  • For enquiries specifically related to scholarship development mentoring,please contact the lead for this strand, Heather Fotheringham