Establishing credibility: the use of students as learning developers through a peering learning programme

Peer learning programmes are commonplace across many Higher Education Institutions. There is much literature (e.g. Smith et al 2007, Lopez et al 2010) highlighting the benefits of peer learning in terms of satisfaction, retention and achievement to both mentors and mentees, and the positive influence of ‟role models” in enabling students to realise their potential (e.g. Straus et al 2009). Many students cite the reason they feel more inclined to seek support from a fellow student rather than a tutor, for example, is that 'they have been through the same experience recently‘. Clearly, this shared experience is a key factor in the success of such peer learning programmes. Students as peer learners may be a key factor in the sustainability of the work of learning developers. However, do students need a level of credibility to support students with their learning development, and is credibility an important factor in student engagement in peer learning programmes. This paper will report findings from an Academic Mentoring Programme at a UK university using questionnaire and interview data regarding student engagement with peer learning programmes and perception of mentor credibility (trust and being knowledgeable) and the factors influencing perception of this.