Coaching and Mentoring Services

Essentially, mentoring allows one person, with knowledge and experience, to guide and support another. It does not matter whether your experience has been positive, as we can all learn as much from our mistakes as our successes.

What is Mentoring?

Mentoring is defined as a voluntary, mutually beneficial relationship in which an individual, that already has some experience of studying at the university, offers time to support another student and help them to navigate their way through similar challenges.

The  Mentoring service has two strategies to provide one-to-one support:

Mentoring is offered through drop-in sessions, which are available daily to all students, from enrolment to professional life. Consultants and the mentoring team coordinators run the drop-ins. They act as mentors, offering guidance and support to help with any aspect of a student’s experience that is causing concern or confusion. No appointment is necessary, and the drop-ins run daily, continuing by appointment over the launch break.


While this is a very popular service, used by both mentors and mentees, many students also want the support of a peer mentor. The transition to being a professional, and progressing through each level of study, can be very challenging and having the support of a peer mentor, who has already had this experience, can make a real difference. This is an opportunity that allows you, the mentor, to use your own experience of being a student to help improve the experience of a mentee following in your footsteps and working at a level below you.

Also, have alumnae who volunteer to be alumni mentors and, if registered with the Welfare Service, volunteers who offer to peer mentor other undergraduates registered with Well-being. Many people who have experienced the support of a mentor say it has marked a turning point in their life, helping them to build new networks of support, increase their self-confidence, develop new skills and change their life for the better. If you wish to be Coach & Mentor, we have full training available in F2F, Online, and Distance learning. Contact us now


Personal Mentorship

Confidentiality and Boundaries


Within any kind of mentoring, understanding confidentiality and boundaries is highly important.

Confidentiality between a mentor and mentee involves respecting that what is shared during the mentoring sessions is not shared or discussed outside of the meeting. The only exception to this is if the mentor feels, through what the mentee has shared, that there is a risk of harm to the mentee or to others, especially kids. In such a case, we would ask that a mentor speaks to a member of the mentoring team so that appropriate action could be taken and that the mentoring team can be sure that there is support in place at this time.

Boundaries can be personal and physical. When meeting face to face, we always ask mentor pairs to meet in a public place and never to meet at either home address, even in the halls of residence.

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The reading room or a quiet space in the private office is usually a good space. However, personal boundaries apply in both online and face-to-face mentoring. This will include not sharing personal information, but if mentors decide to share a mobile number, we suggest waiting until they are sure they feel comfortable about this. Time boundaries are important - so be clear about when you will and won’t be able to respond. The mentor needs to be able to manage their own demands well, and the mentoring relationship should not become a barrier to this.

If you have any concerns or feel uncomfortable about the mentoring at any point, please do not hesitate to speak to the mentoring consultant.

The mentoring team aims to cover what is and isn’t expected by asking that, at the first meeting of a new pairing, they come to a brief meeting with the coordinator or one of the mentoring team. This also allows us to introduce the mentee to the mentor, and any questions can be asked. We hope to introduce training sessions for the mentee so they understand what we aim to offer and what is appropriate.

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On-going support from the mentoring team

If you have any concerns, please feel free to discuss them with the mentoring team, as we provide ongoing support for all involved. Do not keep any questions or worries to yourself; you can always use the Drop-in service. It is there for every student, whether mentee, mentor or in a pairing.

What does a mentor NOT offer a mentee?

A mentor can greatly support the mentees' approach to study and assignments and establish goals and a sense of direction by having a clearer overview of the course. However, it is important to ensure that the mentor does not get too closely involved in the mentees' academic work or make decisions for them. Rather than creating a dependency, the mentoring scheme pairings aim to empower students so that the mentee develops their own skills and understanding and can go on to work independently and confidently. While mentors can be highly supportive, they are not expected to act as counsellors. Sometimes a mentee may share personal information with their mentor because they have learnt to feel comfortable interacting with them. If this information causes concern (see Confidentiality and Boundaries section), we would ask you to encourage them to speak to someone in a position to help at the academy.  This has counselling and well-being services, and trained professionals run both. You can also suggest that the mentee discuss any issues with a member of the mentoring team as they are fully aware of how the university a student with problems or concerns.

As a final thought, a mentor is not expected to take the place of a lecturer and should never produce work for their mentee. 

What does a mentor offer a mentee?

Having a mentor can help a mentee explore options, gain practical advice, develop social and academic confidence and form strategies for dealing with any challenges. A peer mentor can really enhance the university experience of other students by reducing their stress levels and increasing their mentees' confidence and self-esteem. Having already progressed further on the course, the mentor can offer advice and tips, based on their own experiences and observation. These may relate to budgeting, adapting to the environment, enhancing study skills, raising awareness of available services, clubs and facilities, reassuring the mentee that it is quite normal to find aspects of their experience challenging and exploring ways for them to progress confidently.

Ending the mentoring relationship

A good reason for limiting the mentor relationship time at the start is clarity about how long the support is there for. This doesn’t mean that the relationship can’t continue. It requires a new request to be made, and both parties agree. Also, if the relationship doesn’t work out, don’t feel trapped. Changes can be made. Timings may not fit both parties’ timetables, so another mentor or mentee might work better. This is not a problem at all, so please speak to the coordinator or a member of the mentoring team as soon as concerns arise.

How often do we need to be in contact?

Peer mentoring is flexible and arranged around the availability and needs of both parties. We don’t dictate exactly when you have contact or for how long, but if there is a long silence, with no contact or meeting, a mentee may not feel adequately supported. We would suggest that every 2 to 3 weeks is ideal for contact. Most mentor pairs find their own pattern and recognise times of greater and lesser need. Even a brief email to see how the mentee is getting on can be experienced as supportive. One of the first things we suggest you do is compare academic diaries to identify times when both parties will be very busy or are fairly available. A mentoring relationship will differ for each pair of students and can last for just one semester or an entire academic year. Again, it is important to be flexible and work around the needs of those involved.  Some mentor relationships have continued beyond a year because they work so well and are experienced positively by both the mentor and mentee. Others have been just as positive but shorter due to the mentee reaching a level of confidence that means they don’t feel the need for further support. Either example is fine because they meet the needs of the mentor.

Personal Mentorship

On-going support from the mentoring team

If you have any concerns, please feel free to discuss them with the mentoring team, as we provide ongoing support for all involved. Do not keep any questions or worries to yourself, and you can always use the Drop-in service yourselves. It is there for every student, whether mentee, mentor or in a pairing.

Type of Coaches/Mentors

  • Academic Coach /Mentor
  • Achievement Coach/Mentor
  • Behaviour Coach/Mentor
  • Business Coach /Mentor
  • Career Coach/Mentor,
  • College Coach/Mentor
  • Community Coach /Mentor
  • Dance Coach/Mentor
  • Education Coach /Mentor
  • Employability Coach/Mentor
  • Inclusion Job Coach/Mentor,
  • International Coach/Mentor
  • Islamic Coach/ Mentor
  • L5 Coaching/Mentor
  • Learning Coach /Mentor
  • Life Coach/ Mentor
  • NLP Coach/Mentor
  • Prison Coach/Mentor
  • Professional Coach/Mentor
  • Progress Coach/Mentor
  • Reading Coach/Mentor
  • Religious Coach/ Mentor
  • SMEs Coach, /Mentor
  • Sports Coach/Mentor,
  • Strategic Coach /Mentor
  • Study Coach /Mentor
  • Traineeship Coach/Mentor
  • Wedding Coach/Mentor

Personal Mentorship

Personal Mentorship

Contact us

if you and your team required our services as Coach & Mentor (Business & Career)please feel free to drop the line, one of our consultants will contact you ASAP



What are coaching skills

Although many individuals train as professional coaches, with several courses, being university accredited starting from basic certificated training to PhD, the basic skills of coaching are often taught to managers in the form of two to four-day training programmes.

As a coach, you have to control your emotions.  There will be more negative aspects than positive things sometimes.

At present, these include Transpersonal, Solution Focused Coaching, Cognitive-Behavioral and Co-Active.

Coaching is a business. You must sell yourself, schedule your time, invoice clients, pay taxes and so on. This need not be complex for a business of one person.

A few decades back, managers were allowed to undergo “counselling” sessions. However, the term ‘counselling’ was often considered inappropriate as it tended to suggest that those who would benefit from such interventions were linked to the needs of a clinical population. It is the duty of the coach to keep the deep and dark secrets within them, and they should not share this event with their life partner.

The term coaching has none of these negative connotations and is regarded as helping individuals maximize their performance.

There are several approaches to coaching.

To be a good coach, you should have a good rapport and connect with other people on a personal level.  Coaching is not for introverts. Whilst connecting with others, you also need to be able to stand back and look critically at them, seeing their inner issues and the way forward for them.

Mentoring service aims?

The mentoring service aims to help undergraduates adapt to their environment, increase their confidence and ensure that students gain the maximum from their university experience. This support can continue from enrolment through each level of study and on to graduation.


As a mentor, you can gain personal satisfaction and valuable experience through providing support to another student. You can also gain transferable skills that enhance your CV, as many employers highly value peer mentoring.

Whether pupils are coming from school, unemployment, college, parenting or work, the transition to university can be very challenging and having the support of a mentor can make a real difference. This is an opportunity that allows you to use your own experience of being a student to help improve the experience of a student following in your footsteps.


Why do we want to coach? 

Why is actual coaching important to executive achievement in the current time frame? The purpose is modest – the character of executives has transformed essentially over the past period, and an innovative method of individuals supervision is essential for

businesses to do well.

Historically, coaching development has been influenced by numerous other areas of training, individuals of particular progress, adult teaching, the rationale (sports, medical, developmental, organizational, social and business) and further executive or leadership theories and practices.

Meanwhile, at the end of the 90s, coaching has advanced into an extra self-determining correction, and professional affiliates have facilitated the development of a tradition of training values.

Coaching is not just an additional form of supervision or management.  As will see, the importance of positive coaching depends on the character’s will and aptitude to recognize their individual capabilities or faults and to take action as desired. The coach can’t just communicate to the individual what to do, nor can the specific develop too dependent on the coach’s opinions and proposals.  The individual must be a dynamic member in the development at all times and accept ultimate accountability.


David Chen China


Robert Bennett USA


When mentoring a new pupil, it can be very helpful to recall your own experience of starting University.

  • What challenges did you face?
  • What questions did you want to ask other mentees?
  • What was your best experience?
  • What was your worst experience?
  • Did anything surprise you?
  • What advice would you give yourself if you could turn back the clock?

It is worth remembering that everyone is different and will have had a personal journey that has brought them to choose to come and study at the academy. A few examples follow:


  • Different ages and starting points for their degree course –a student may be young and following on directly from school or college. Others may be mature students and not have studied for many years. Some students have focussed on parenting and have only just found the available time to begin a degree. Others may have been unemployed before deciding to pursue a degree, while others may have worked successfully in a different field.


  • Different backgrounds can refer to nationality, culture or financial backgrounds and can impact in several ways. A learner coming from abroad will probably face additional challenges as they will need to settle in a new city, country, and educational setting. Most new learners, whatever their background, will be studying at a new level unless they are on a postgraduate course. Financially, some students will need to work while they study; some may be single parents caring for children while they study and, sometimes, working too.


  • Different motivations/goals – some students come to the academy hoping to leave with a First Class degree or as close to it as possible. Others are less concerned with the class of degree obtained but want the satisfaction of getting a degree or need a degree to progress in their work area.


  • Different levels of confidence – Coming to University can be daunting, especially for first-generation, mature, or those who have not studied for some time. Often these people believe they will be alone in this position, so mentors can do a lot to reassure incoming students that this won’t be the case.


This is proud of the diversity of their learners and recognises that they all have varying aims, challenges and needs. The mentoring service allows mentees to receive the specific guidance they require through the support provided.