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@PHDTHESIS{Zentgraf:951034,
author = {Zentgraf, Laura Lidija},
othercontributors = {Kommer, Sven and Persike, Malte},
title = {{M}ultiperspektivische {K}ompetenzprofile für
{M}entoren*innen in der {O}rganisation {H}ochschule : (am
{B}eispiel des {A}achener {M}entoring {M}odells der {RWTH}
{A}achen {U}niversity)},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2023-01841},
pages = {1 Online-Ressource : Illustrationen, Diagramme},
year = {2022},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University 2023; Dissertation, Rheinisch-Westfälische
Technische Hochschule Aachen, 2022},
abstract = {For numerous German universities, mentoring is an accepted
approach to a more heterogeneous student body. However, the
formats of mentoring are as diverse as the students who make
use of them. The opportunities range from informal
buddy-programs up to systematic counselling by trained
mentoring professionals. The ‘Aachener Mentoring Modell’
by RWTH Aachen University belongs to the latter category and
offers all its students anonymous, free of charge,
confidential advice in a variety of topics. Although
students are becoming increasingly diverse, it is remarkable
that the topics they approach their mentors with are not:
Since 2011, when the ‘Aachener Mentoring Modell’ was
established, the topics of discussion have primarily
focussed around learning strategies, time und self
management, test anxiety, advice on the course of studies,
as well as social and professional integration.
Nevertheless, students even seek the mentors’ advice in
moments of personal crises, which – in addition to
study-related issues – also places special human and
study-process-related demands on the mentors. Therefore, the
question arises as to which subject-related and human skills
mentors working in the organization of a university must
ideally have in order to help students quickly and
effectively. The on hand dissertation, 'Multi-rated
competence profiles for mentors in the organization of
universities', offers application-related solutions to
questions of competence profiles of mentors required for
mentoring on both a human and professional level. Based on
the systematically documented mentee-topics of discussion
deriving from the last eleven years, a hypothetical
competence profile is deducted, which is verified and
checked for completeness in the context of a multi-rater
feedback by internal RWTH actors who are linked to the
mentoring. The result is a 'building block system' of
personal basic and professional skills, which are
individually weighted by the respondents, whereby a
distinction is made between central (e.g. central student
advisory service) and decentralized (e.g. student councils)
perspectives. In this way, a portrait of the mentors in the
organization can be drawn, which can in a further step be
‘colored’ by any university that wants to either
establish a new mentoring system or optimize an existing
one. A competency profile is thus generated that originates
from the ‘Aachener Mentoring Modell’, but that can be
transferred to the individual structures of other
universities along specific success factors and key
questions.One could assume that the competence profile of
the mentors working in the ‘Aachener Mentoring Modell’
can largely be formed based on the topics of conversation
with which students approach them. One could also assume
that the 'customers' are the best competence compass and
that the mentors must be trained mostly on this basis. In
practice, however, this turns out to be hardly realizable or
expedient, as the mentoring system is positioned within the
overall organizational context of the respective university.
This means that in addition to the requirements that result
from the mentee discussions, many other factors are as
important and similarly decisive: the embedding of mentoring
in its relation to other advisory services offered by the
university, as well as, in relation to the obligations and
requirements that their respective faculties place on their
general job-related (consulting) activity. Finally, personal
pre-qualification factors are also crucial for the final
de-facto counselling practice.Taking the autonomy of the
RWTH Aachen University faculties into very careful
consideration, minimum standards were formulated within the
framework of the ‘Aachener Mentoring Modell’, which all
mentors must meet. The freedom of design meant that the
mentoring system as a decentralized advisory service was and
is handled differently at each faculty. This not only leads
to a lack of transparency among students and thus less use
and awareness of the offer, but also to increasing ignorance
of mentoring specific topics on the part of other advisory
services, which should ideally be networked with the
mentors. This even goes so far that with regard to the staff
turnover that is typical for German universities, there is
increasing helplessness when it comes to questions about
filling an open mentoring position with what type of person,
both personally and professionally.Regarding the scientific
method, a mixed methods approached is used, consisting of
the structuring, qualitative content analysis in combination
with quantitative data generation and analysis. In thirteen
semi-standardised, qualitative expert interviews, which are
conducted for the purpose of 360° feedback, the personal
basic and professional competencies are not only checked for
completeness, but also weighted with experience-based
reason. A workshop with the mentors of the ‘Aachener
Mentoring Modell’, in which a structure laying technique
was used, serves as the basis for the selection of the
necessary parties to be interviewed. As part of the analysis
and presentation of the results, in addition to the
qualitative evaluation, a quantitative, statistical
evaluation of the results is also carried out in order to
present the individual preferences of the respondents, but
ultimately to derive a central competence profile for
mentors in the context of – at best – any university.The
competence profile for mentors in the organization of a
university ultimately includes the seven basic competences
collected in advance which imply knowledge of other support
offers, role and task clarity, relationship and
communication skills, empathy and the ability to change
perspectives, advisory skills, dialogue and conflict skills
as well as knowledge and strategies for dealing with
stressful situations. In addition, there are twelve
so-called professional competencies, namely action-related
knowledge about learning strategies, time and
self-management, stress management, motivational strategies,
dealing with exam anxiety, doubts about studying (as well as
changing the study program, definitive failure or dropping
out of studies), financial matters, social integration,
professional integration, support for particularly gifted
students, studying with a disability or chronic illness as
well as organizational issues related to RWTH Aachen study
programs. After completing the 360° feedback, mediation is
added based on the conducted interviews.An additional result
of this scientific work is the focus on the embedding of
mentoring in the organization of a university and on which
questions success and design depend. The work raises
questions about university-political vanity, professional
conflicts, the urge for faculty autonomy, financing issues
and the lack of or non-existent networking between the RWTH
advisory bodies and thus raises the question of the extent
to which the needs of the students with regard to good
advice are actually still the focus of the efforts .The
overall social framework of the present research work is
framed by the (new) humanism of educational culture, which
deals with the promotion of individual development and to
what extent this is possible in times of Bologna-reforms,
but also in times of climate crises and wars of aggression.
This underlines the importance of mentoring in its role of
not achieving social or family prestige through the highest
educational qualifications and thus a life of prosperity,
but of accompanying young people along their interests and
abilities. Although German society is characterized by
ever-increasing social inequality, which to a large extent
determines personal development from childhood onwards,
university mentoring can still be a target-oriented
companion that ultimately contributes to personal happiness
in life and is therefore one thing above all in the end:
humane.},
cin = {731820 / 026000},
ddc = {370},
cid = {$I:(DE-82)731820_20140620$ / $I:(DE-82)026000_20180710$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2023-01841},
url = {https://publications.rwth-aachen.de/record/951034},
}
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