The Impact of Mentoring on Stress in Higher Education Dr Debra Cureton, Institute for Leaning Enhancement, Jennifer Jones, University of Wolverhampton Business School, William Foster, School of Sports, Performing Arts & Leisure, University of Wolverhampton, Wulfruna Street, Wolverhampton, West Midlands, WV1 1LY Email:
[email protected] Abstract The aim of this research is to understand the association between stress and involvement in a mentoring relationship within a higher education context. Three studies were carried out, within the same large UK University targeting both mentees and mentors involvement in one particular mentoring scheme, for their views and perceptions about mentoring and stress. The keys findings within this case study are that mentoring does allow both mentors and mentees to feel supported, particularly in times of pressure and stress. Mentoring helps to raise self-awareness, confidence levels and helps further develop professional relationships for both parties. Through engaging in ongoing reflection together, mentors and mentees feel that mentoring has had a positive impact on their work-related stress and has provided them with coping strategies. Ultimately, the suggestion is that involvement in mentoring provides strategies for coping with situations, the opportunity to reflect and leads to feeling valued. Introduction Higher education is a rapidly changing environment (Ramsden 2000), which can result in a potential stressful working atmosphere for all institutional staff. On average, 5.9 days per employee are lost to sickness per year in higher education (HE) and the most prevalent cause of absence is stress related (DLA Piper Rudnick Gary Cary, 2005). This is costly for individual institutions and the sector as a whole.