An analysis of the new role of student mentors in the career advisory process at MCAST

Abstract

The study analyses the newly introduced role of student mentors in the career advisory service at MCAST, the main vocational education and training institution in Malta. In view of the high rate of early leavers from education and training (ELET), the student mentor’s role was implemented to improve student retention rate as well as to enrich their learning journey. Therefore, this study aims to examine how the new student mentoring programme is working; how is it catering for the needs of at-risk youth; and how the mentoring programme is being perceived by other student support services providers. Multiple perceptions about this programme were investigated by nine stakeholders through audio-recorded, in-depth, semi-structured interviews with the student mentors, career advisors, counsellors and their respective directors. Data was analysed through Thematic Analysis (Braun & Clarke, 2006). Three main themes were generated reflecting the impact of student mentors at MCAST and the dynamics between professionals, as follows: (a) structure and implementation, (b) students dropping out of MCAST, (c) challenges faced by professionals. Even though the student retention rates have not necessarily decreased, the results show that the mentoring programme was positively accepted by the participants for the various benefits it brought to the overall service delivery. The findings call for further collaboration between career advisors and mentors as well as mentors’ further training. Recommendations as informed by the findings include further research with more diverse stakeholders, namely the mentees themselves with the possibility of having a larger sample size. The establishment of regulating guidelines for career guidance within post-secondary institutions, as well as the adoption of mentoring in this educational setting in order to bridge the internal students’ gaps, is also recommended.