Developing an equity lens: the experience of creating a professional framework for coaches and mentors

Authors

  • Enya-Marie Clay The Open University
  • Helen Williams The Open University
  • Jo Blissett The Open University
  • Janet Lindley The Open University
  • Lynne O'Neil The Open University

DOI:

https://doi.org/10.47408/jldhe.vi26.932

Keywords:

equity, coaching, mentoring, framework, inclusive practice, inclusion, widening participation

Abstract

The following is a collective practitioner reflection on creating a coaching and mentoring professional framework for a pilot student support service that focuses on delivering targets in the institutional Access and Participation Strategy. Both coaching and mentoring are increasingly recognised as support mechanisms which can bring about change for social justice (Shoukry and Cox, 2018). As Learning Development practitioners, we are working within a specialist coaching and mentoring service which seeks to remove student inequalities. Therefore, working to create a professional framework which addresses this directly has been valuable. We share our journey in the hope that other Learning Development practitioners will consider an equity lens to critically reflect on their work and join a conversation to develop anti-oppressive practice in student support further.

Author Biographies

Enya-Marie Clay, The Open University

Enya-Marie Clay joined the Personal Learning Advisor Team at the Open University in 2021. Enya trained as a Career Leader and worked in further education as a Careers Lead and Librarian. She has worked in higher education in various student-facing Widening Participation roles with a focus on student engagement, mentoring, and tutoring. Enya holds a Master of Letters researching the ethics of Holocaust representation in children’s literature from Newcastle University, and a Level 6 Certificate in Careers Leadership (RGG Associates). Enya’s key interests include improving accessibility and equity within education and inspiring a love of learning through creative and collaborative approaches.

Helen Williams, The Open University

Helen Williams started her career as a Geography teacher in secondary schools in Bradford just over twenty years ago. Following this she worked in a consultancy, coaching, and management capacity within a local authority, the NHS, and Teach First. Committed to life-long learning in the service of supporting and developing others, she holds a MA in Special Educational Needs, PGDip HR Management, PGCert Healthcare Leadership, and an ILM Level 5 Certificate in Mentoring and Coaching. 

Jo Blissett, The Open University

Jo Blissett has over 20 years’ experience as a Human Resources and Learning Development professional. As a Staff Development Coach, she saw first-hand how individuals benefit from coaching; Jo has taken this knowledge and experience into higher education. She delivers a variety of coaching and mentoring activities to support student development. In 2010 she qualified as a Career Coach, completing the Postgraduate Qualification in Careers Guidance (QCG). Jo joined the Open University as a Personal Learning Advisor in 2021. She is passionate and determined to address structural, process, and opportunity inequalities that affect students in higher education. 

Janet Lindley, The Open University

Janet Lindley joined the Personal Learning Advisor Team at the Open University in January 2021. She trained as a Career Coach, completing the Postgraduate Diploma in Career Management at Birkbeck, University of London and is a registered Career Development Professional of the Career Development Institute. She has a strong interest in coaching approaches that support social justice, in particular recognising the impact of wider networks and systems on an individual. 

Lynne O'Neil, The Open University

Lynne O’Neil is an Associate Certified Coach (ACC) who has four years’ experience coaching and mentoring. She specialises in work with students and those who are neuro diverse. Lynne has over 20 years’ experience teaching and lecturing in the education sector where she has led on Equality, Diversity, and Inclusion. She has a Master’s degree in Special Educational Needs. Her work provides ongoing supportive relationships that help people produce results in their lives and careers. Through a range of psychological models and schools of thought she provides individuals with self-awareness tools to action change and recognise potential.  

References

Algozzini, L. C., Gabay, V. L., Voyles, S. D., Bessolo, K. and Batchelor, G. (2018) ‘Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017’, Journal of Applied Research in Higher Education, 10(2), pp.118-129. https://doi.org/10.1108/JARHE-04-2017-0031.

Andreanoff, J. A. (2016) ‘The impact of a peer coaching programme on the academic performance of undergraduate students: a mixed methods study’, Journal of Learning Development in Higher Education, Special Issue, April, pp.1-27. https://doi.org/10.47408/jldhe.v0i0.358.

Association for Learning Development in Higher Education (2022) Manifesto for Learning Development. Available at: https://aldinhe.ac.uk/about-aldinhe/ (Accessed: 28 November 2022).

Bhopal, K. and Pitkin, C. (2020) ‘“Same old story, just a different policy”: race and policy making in higher education in the UK’, Race Ethnicity and Education, 23(4), pp.530-547. https://doi.org/10.1080/13613324.2020.1718082.

Blaisdell, B. (2018) ‘Beyond discomfort? Equity coaching to disrupt whiteness’, Whiteness and Education, 3(2), pp.162-181. https://doi.org/10.1080/23793406.2019.1569477.

Bocala, C. and Holman, R. (2021) ‘Coaching for equity demands deeper dialogue’, Educational Leadership, 78(6). Available at: https://www.ascd.org/el/articles/coaching-for-equity-demands-deeper-dialogue (Accessed: 13 September 2022).

Campbell, L. A. and McKendrick, J. H. (2017) ‘Beyond aspirations: deploying the capability approach to tackle the under-representation in higher education of young people from deprived communities’, Studies in Continuing Education, 39(2), pp.120-137. https://doi.org/10.1080/0158037X.2017.1293630.

Chiu, L. (2022) 'Conceptualising allyship for coaching to promote social change', International Journal of Evidence Based Coaching and Mentoring, (S16), pp.40-54. https://doi.org/10.24384/AJWW-CE78.

Clutterbuck, D. (2014) Everyone needs a mentor. 5th edn. London: CIPD.

Cox, E., Bachkirova, T. and Clutterbuck, D. (2014) The complete handbook of coaching. 2nd edn. London: Sage Publications Ltd.

EMCC Global (2022) Thought leadership and development: mentoring. Available at: https://www.emccglobal.org/leadership-development/leadership-development-mentoring/ (Accessed: 31 August 2022).

Evans, C. and Lines, D. (2014) ‘“Which hat do I say I’m wearing?”: Identity work of independent coaching practitioners’, European Journal of Training and Development, 38(8), pp.764-779. https://doi.org/10.1108/EJTD-11-2013-0125.

Hobson, A. J. and van Nieuwerburgh, C. J. (2022) ‘Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being’, International Journal of Mentoring and Coaching in Education, 11(1), pp.1-13. https://doi.org/10.1108/IJMCE-11-2021-0099.

International Coaching Federation (2022) All things coaching. Available at: https://coachingfederation.org/about (Accessed: 31 August 2022).

Ives, Y. (2008) ‘What is “coaching”? An exploration of conflicting paradigms’, International Journal of Evidence Based Coaching and Mentoring, 6(2), pp.100-113. Available at: https://radar.brookes.ac.uk/radar/items/ed490c36-e4c1-4263-ad7b-24cc99b97b04/1/ (Accessed: 18 August 2022).

Joseph, S. (2006) ‘Person-centred coaching psychology: a meta-theoretical perspective’, International Coaching Psychology Review, 1, pp.47-54. Available at: https://www.researchgate.net/publication/242684265_Person-centred_coaching_psychology_A_meta-theoretical_perspective/link/5d27311492851cf44079a466/download (Accessed: 12 September 2022).

Mathew, P. and Hakro, A. (2022) ‘Coaching in a higher education institution in the Middle East: Reflections on the obstacles and the way forward’, International Journal of Evidence Based Coaching and Mentoring, 20(1), pp.66-82. https://doi.org/10.24384/6zcb-sc80.

Megginson, D. and Clutterbuck, D. (2015) Further techniques for coaching and mentoring. Oxford: Routledge.

Orange, T., Isken, J., Green, A., Paranchini, N. and Francois, A. (2019) ‘Coaching for Equity’, The Learning Professional, 40(6), pp45-49 Available at: https://learningforward.org/wp-content/uploads/2019/12/coaching-for-equity.pdf (Accessed: 12 September 2022).

Passmore, J. (ed.) (2021) Succeeding as a coach: insights from the experts. Shoreham-by-Sea: Pavilion Publishing and Media.

Passmore, J. and Sinclair, T. (2020) Becoming a coach: the essential ICF guide. Shoreham-by-Sea: Pavilion Publishing and Media.

Roche, C. and Passmore, J. (2021) Racial justice, equity and belonging in coaching. Henley-on-Thames: Henley Business School. Available at: https://assets.henley.ac.uk/v3/fileUploads/Racial-Justice-Equity-and-Belonging-in-Coaching.pdf (Accessed: 2 November 2021).

Roche, C. and Passmore, J. (2022) ‘Anti-racism in coaching: a global call to action’, Coaching: An International Journal of Theory, Research & Practice, pp.1-18. https://doi.org/10.1080/17521882.2022.2098789.

Sheath, J. (2013) ‘The education and training of career coaches’, Journal of the National Institute for Career Education and Counselling, 30, pp.39-45. https://doi.org/10.20856/jnicec.3007.

Shoukry, H. (2016) ‘Coaching for emancipation: a framework for coaching in oppressive environments’, International Journal of Evidence Based Coaching and Mentoring, 14(2), pp.15-30. Available at: https://radar.brookes.ac.uk/radar/file/5d592ac5-2f54-4b23-bde2-8e279137f19f/1/vol14issue2-paper-02.pdf (Accessed: 19 April 2022).

Shoukry, H. and Cox, E. (2018) ‘Coaching as a social process’, Management Learning, 49(4), pp.413-428. https://doi.org/10.1177/1350507618762600.

Spencer, D. (2021) ‘Understanding the coaching experiences of non-traditional students in higher education in the UK’, International Journal of Evidence Based Coaching and Mentoring, (S15), pp.84-95. https://doi.org/10.24384/00v3-nm61.

Terry, P. E. (2021) ‘Crossing the empathy chasm: unpacking a knapsack full of unearned advantage’, American Journal of Health Promotion, 35(5), pp.604–608. https://doi.org/10.1177/08901171211011266.

The Open University (2020) OU Access and Participation Plan 2020/21-24/25. Milton Keynes: The Open University. Available at: https://bit.ly/3KiKtsP (Accessed: 31 August 2022).

Thedman, J. (2018) Coaching and mentoring in action: additional approaches, tools and techniques. London: The Education and Training Foundation. Available at: https://repository.excellencegateway.org.uk/OTLA-AP-guide-CoachingMentoringAction-Final_01.11.18.pdf (Accessed: 31 August 2022).

Tichavakunda, A. (2019) ‘An overdue theoretical discourse: Pierre Bourdieu’s theory of practice and critical race theory in education’, Educational Studies, 55(6), pp.651-666. https://doi.org/10.1080/00131946.2019.1666395.

Valcarlos, M. M., Wolgemuth, J. R, Haraf, S. and Fisk, N. (2020) ‘Anti-oppressive pedagogies in online learning: a critical review’, Distance Education, 41(3), pp.345-360. https://doi.org/10.1080/01587919.2020.1763783.

Vlachopoulos, D. (2021) ‘Organizational change management in higher education through the lens of executive coaches’, Education Sciences, 11(6), p.269. https://doi.org/10.3390/educsci11060269.

Western, S. (2012) Coaching and mentoring: a critical text. London: Sage Publications Ltd.

Downloads

Published

28-02-2023

How to Cite

Clay, E.-M. (2023) “Developing an equity lens: the experience of creating a professional framework for coaches and mentors ”, Journal of Learning Development in Higher Education, (26). doi: 10.47408/jldhe.vi26.932.

Issue

No. 26 (2023): Special Edition, Equality, Diversity and Inclusion

Section

Brief Communications

License

Copyright (c) 2023 Journal of Learning Development in Higher Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).