Home > Published Issues > 2024 > Volume 10, Number 2, 2024 >
IJLT 2024 Vol.10(2): 311-316
doi: 10.18178/ijlt.10.2.311-316

Priority Factors to Support the Adaptive Mentorship Model in Higher Education

Antonio R. Ramos-Díaz 1, Juan J. Franklin-Uraga 1, Lydia Velázquez-García 2, and Antonio Cedillo-Hernández3,*
1. Department of Leadership and Student Formation (LIFE), Tecnológico de Monterrey, Monterrey, N.L., Mexico
2. Instituto Politécnico Nacional, CIECAS, México City, Mexico
3. School of Engineering and Sciences, Tecnológico de Monterrey, Monterrey, N.L., Mexico
Email: rowland@tec.mx (A.R.R.-D.); jjfranklin@tec.mx (J.J.F.-U.); lvelazquezg@ipn.mx (L.V.-G.); acedillo@tec.mx (A.C.-H.)
*Corresponding author

Manuscript received June 26, 2023; revised August 8, 2023; accepted December 19, 2023; published April 26, 2024.

Abstract—In higher education, student mentors’ support significantly improves students’ confidence, satisfaction, and productivity and facilitates their personal and academic growth. This research aimed to determine the accompaniment factors that students at Tecnologico de Monterrey (Mexico) perceived as most significant to propose a mentoring model that adapts to each student by considering their progress in the academic program. To achieve this, we collected data from 1,686 students employing a Likert-scale assessment instrument whose reliability was proved by Cronbach’s alpha coefficient. The results indicated three factors that students identified as priorities of the student mentor’s work: their support in enriching their professional career (curriculum studied), their ability to solve problems related to student life, and their ability to listen and be emotionally available. The main development avenues of the student mentor were identified as knowing and connecting the university’s student life activities according to the individual’s interests, knowing the areas of development of the academic program, and having counseling skills. 
Keywords—adaptive mentoring, educational innovation, higher education, student mentor, TEC21 educational model

Cite: Antonio R. Ramos-Díaz, Juan J. Franklin-Uraga, Lydia Velázquez-García, and Antonio Cedillo-Hernández, "Priority Factors to Support the Adaptive Mentorship Model in Higher Education," International Journal of Learning and Teaching, Vol. 10, No. 2, pp. 311-316, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.