Institutional Management of Peer-Led Learning: A Framework for Holistic Integration


  • Jason Eyre De Montfort University



peer-led learning, peer mentoring, institutional management (higher education), disciplinarity


If we are to accept that peer-led learning (peer mentoring, peer tutoring and related approaches) are of benefit to students, how are we to approach the implementation of such approaches at the institutional level in a way that is resource efficient and effective? This paper presents the holistic framework for the institution-wide coordination and support of a wide variety of peer-led learning initiatives developed at De Montfort University. The framework presented sidesteps the thorny issues of categorisation that dominate the discourse of peer-led learning by devolving issues of definition to the site of implementation. A simplified typology is presented that characterises an initiative based on its level of formality and its overarching purpose with respect to transformational ââ¬Ëtransition pointsââ¬â¢ through the student lifecycle. This ââ¬Ëmixed economyââ¬â¢ approach accommodates highly idiosyncratic and locally-defined approaches to peer-led learning coordinated and supported by the universityââ¬â¢s learning development unit (the Centre for Learning and Study Support).


Author Biography

Jason Eyre, De Montfort University

Jason Eyre is a Lecturer in Learning Development at De Montfort University, Leicester where he is involved in coordinating and supporting peer-led learning. He is also completing a PhD in the philosophy of education at UCL Institute of Education.




How to Cite

Eyre, J. (2015) “Institutional Management of Peer-Led Learning: A Framework for Holistic Integration”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.357.