RT journal article
T1 Design and expert validation of a value-based indicator system for evaluating university peer mentoring programmes
A1 Pérez-Burriel, Marc
A1 Villar-Hoz, Esperanza
A1 Malo-Cerrato, Sara
A1 Cuenca-Balañà, Natàlia
A1 Alonso-García, Miguel Aurelio
A1 Andrada-Burgos, Ignacio
A1 Casas, Ferran
A1 Collbatallé-Cabrera, Alicia
A1 Castro Cabrera, María Carmen
A1 Elexpuru-Albizuri, Iciar
A1 Gómez Flechoso, María Ángeles
A1 González Carrasco, Monica
A1 Ibarra-Fuentes, Leonardo Enrique
A1 Korres-Alonso, Oihane
A1 Mata-Salas, Adriana
A1 Medina, Teresa
A1 Rodríguez Pascual, Iván
A1 Sánchez-Vazquez, María José
A1 Tobajas-Guerrero, Félix Bernardo
A1 Valle, Belén
A1 Verdaguer-Santafé, Marc
A2 Ingeniería Informática
K1 Value-based indicators
K1 peer mentoring
K1 higher education
K1 expert consensus
K1 delphi method
AB Widespread implementation of peer mentoring programmes inuniversities has produced mixed results – with some significantsuccesses but also some disillusionment. These contradictoryresults suggest that mentoring operates in a context of systemiccomplexity, where multiple interconnected factors interact. Onerelevant aspect is the axiological dimension inherent in mentoringrelationships and in negotiating the purpose and expectations ofthe various stakeholders involved in the process. The aim of thisstudy is to design and validate a system of value-based indicators toevaluate the process and outcomes of a university peer mentoringprogram for first-year undergraduate students. The Delphi methodwas used for validation, with the participation of 24 experts, including seven former mentors, three university professors specialised inevaluation indicators, six experts in values and eight experts inuniversity mentoring programmes. This methodology, whichmakes use of expert input, allowed us to refine the definitions ofvalues and select the evaluation indicators that best reflected thosevalues. From the study findings, we present a set of 41 value-basedindicators based on seven core values. The results are discussed inrelation to the theoretical model used and include both the limitations of the research and proposals for future studies. This studyaims to contribute to the field by emphasising the importance ofexplicitly addressing the axiological dimension in mentoring programmes – an aspect often overlooked in mentoring research.
PB Taylor & Francis
SN 0309-877X
YR 2025
FD 2025-08-13
LK http://hdl.handle.net/10498/38381
UL http://hdl.handle.net/10498/38381
LA eng
NO University of Girona's Institut de Ciències de l'Educació Josep Pallach (ICE) [Grant GIDMPsiICE-2022].
DS Repositorio Institucional de la Universidad de Cádiz
RD 06-nov-2026