Peer mentoring in higher education and the development of leadership skills in mentors

Purpose - We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors. Methodology/approach - The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors. Findings - Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of' leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring. Originality/value - While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer- mentoring communities.