University mentoring schemes
The University offers a variety of mentoring schemes for different staff groups. While each scheme is broadly similar, they are tailored to meet the specific needs of the participants. Below is a summary of the schemes, but please visit the respective scheme webpages for more details and access to the relevant online application forms.
Contents
- The Elizabeth Garrett mentoring programme
- Professional staff mentoring scheme
- Academic probationers mentoring scheme
The Elizabeth Garrett mentoring programme
The Elizabeth Garrett mentoring programme has been created for women in senior levels in academia at the University of ÐÓ°ÉÂÛ̳. The programme is sponsored by the Principal, Professor Sally Mapstone. It aims to support women in, or aspiring to, academic leadership roles, and to develop leadership capability.
The establishment of this scheme acknowledges the need to increase representation of women at senior levels of academia, including at ÐÓ°ÉÂÛ̳, and seeks to address this inequality. It aims to help women achieve their true potential in whatever capacity. It recognises that there should be no obstacles for women of ability.
Professional staff mentoring scheme
For all University professional/support staff from schools & units. The aim of the professional staff mentoring scheme is to support staff and help them to achieve (and develop) specific objectives that they set for themselves. In the majority of matches it is envisaged that mentors & mentees will be from different schools / units. This helps to promote cross-school / unit working, and has proved to be successful.
Academic probationers mentoring scheme
Unlike the schemes above, the Academic probationers mentoring scheme is managed locally within academic schools and is not directly coordinated by Organisational and Staff Development Services (OSDS). The aim of this scheme is to provide support for newly appointed academics. Schools are also encouraged to include teaching fellows in this scheme.
Please note that the mentoring information should be read in conjunction with the academic review and development scheme