Developing Soft Skills in Undergraduate Accounting Programs: The Theory and Practice of Peer-Mentoring for International Students
Rouxelle de Villiers
Auckland University of Technology (AUT), New Zealand
Marina Kirstein
University of Pretoria, South Africa
Volume 12: 2017, pp. 5-28; ABSTRACT
This paper investigates the Buddy[M] Peer Mentorship Programme (B[M]PM) at a large city university, and explores the B[M]PM’s impact on undergraduate professional accounting development. Participants were third year students (mentors), mentoring second year students (mentees). The primary purpose was to enhance the learning experience of both the mentor and mentee, and to improve their academic performance and professional interpersonal skills. Third-year accounting students were trained in dedicated workshops and supported by experienced tutor coaches. This study compares pre- and post-mentoring feedback surveys completed by the mentors and mentees. In addition, focus groups, supervisor tutor interviews and reflective reports are used to survey mentees for their impressions of the effectiveness of project. Results suggest that mentoring has a positive effect on developing participants’ inter-personal skills, and contributes to important learning outcomes. We present recommendations for educational and development officers’ practices and some future research projects that can follow from our analysis.
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