Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
Social and Technological Sciences EISSN: 2341-2593
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Men o ing p og am o s uden s newly en olled in an
Enginee ing Deg ee
Juan Ped o Peña Ma ín*, E a González-Pa ada, Ca men Ga cía-Be donés and Edua do
Ja ie Pé ez Rod íguez
Dp o. de Tecnología Elec ónica. Uni e sidad de Málaga,
E.T.S.I. Telecomunicación, Boule a Louis Pas eu nº 35 Málaga, Spain.
* Co esponding au ho : Email: j[email p o ec ed]; Phone: + 34 952132732
Recei ed: 2016-06-01; Accep ed: 2016-08-15
Abs ac
This wo k p esen s a men o ing p og am o i s yea enginee ing s uden s in
he Telecommunica ions Enginee ing College (ETSIT) a he Uni e si y o
Malaga (UMA). Ac o s in ol ed in he p og am a e p o esso s om s a ,
e e ans men o ing s uden s and, o cou se, eshmen. All o hem has been
o ganized ough he Moodle based Vi ual Lea ning En i onmen Pla o m o
he UMA. The p og am has gone h ough se e al phases o e h ee yea s. This
pape shows he main objec i es o his men o ing p og am, he ini ial design
o ge hem whe e p o esso s played men o ole, and successi e changes made
o y o imp o e he esul s, including he assump ion o he men o ole by
senio s uden s (pee men o ing). The ools used o p og am e alua ion a e
shown oo. Despi e he low pa icipa ion, i has been a amewo k o he
de elopmen o a ious educa ional and socializing ac i i ies ( o men o s and
men ees) ocused on de eloping gene ic compe ences. Fu he mo e, i has been
a esea ch ool o ge a be e unde s anding o p oblems a ec ing s uden s
newly en olled.
Keywo ds
Ad ising p og am, Men o ing P og am, Eu opean Highe Educa ion A ea,
Enginee ing Deg ee, Pee men o ing
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
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1. In oduc ion
The Eu opean Highe Educa ion A ea (EHEA) in ol es he adop ion o new me hods o
eaching and lea ning, as well as a new app oach o men o ing (Pallise a, 2010). The
p oposed men o ing p og am o e s a help and a guidance in speci ic academic issues, as
well as a amewo k o suppo o s uden s om joining he Uni e si y. The e o e, i is a
amewo k o he eaching-lea ning p ocess.
These gene al guidelines se by he Eu opean Commission ha e been ansla ed in o
Spanish law in di e en ways. Fi s ly, RD-1393(2007), as amended by RD-861 (2010),
included he "S uden O ien a ion", asking o he Bachelo 's deg ee "suppo and guidance
sys ems o s uden s". Secondly, RD-1791 (2010) p o ides in Chap e V ha he gene al
p inciples o he men o ing sys ems in eg a e, in a coo dina ed manne , he ac ions o
in o ma ion, guidance and aining suppo o s uden s, de eloped by eache s and
specialized s a . This app oach dis inguishes be ween gene al men o ing and subjec
men o ing. The i s one, e e ed o by expe s as in eg al men o ing, conside s no only
ins uc i e aspec s bu also social, pe sonal and emo ional aspec s. A Men o ing P og am
is de ined as he design and de elopmen o suppo mechanisms, in o ma ion, guidance
and aining o s uden s, in esponse o he needs iden i ied in he academic, adminis a i e
and social-p o essional ields. A possible app oach o implemen his in eg al men o ing is
o use pee men o ing.
Se e al Spanish uni e si ies ha e been pe o ming men o ing p ojec s o mo e han a
decade. In Spain, he o igin o hose ac i i ies is he SIMUS P ojec (Val e de, 2001),
sponso ed by he Uni e si y o Se ille. O he uni e si ies (Poly echnic Uni e si y o
Mad id, Uni e si y o Bu gos, Uni e si y o Las Palmas, e c.) subsequen ly joined his
ini ia i e. Enginee ing deg ees has o en been scena ios o his kind o p og ams, as in ou
case. Enginee ing deg ees in public uni e si ies ha e high d opou and ailu e in he i s
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
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yea (MECD, 2014), so i seems easonable o ocus he men o ing owa ds s uden s newly
en olled in an Enginee ing Deg ee, bo h eshmen and s uden s o in e na ional exchange.
Mo eo e , and ollowing EHEA (ENQA, 2015), he e i ied memo ies o he Bachelo 's
deg ee collec a me hodology o managing and imp o ing he eaching-lea ning p ocess,
which is included unde he so-called Quali y Assu ance Sys em (QAS). Wi hin he QAS
implemen ed by he Telecommunica ions Enginee ing College (ETSIT) o he Malaga
Uni e si y (UMA), he key p ocess PC05 "Guidance o S uden s" es ablishes he way in
which he College e ised, upda ed and imp o ed p ocedu es ela ing o hos -d i en
ac ions, men o ing ac ions and suppo ac ions o aining and o ien a ion o hei s uden s.
Fo all hese easons, ou College s a ed in he yea 2012 a Men o ing P og am (hence o h
called PAT om he Spanish exp ession ‘Plan de Acción Tu o ial’), unde he QAS-PC05.
The i s PAT ( e sion 0, V0) has con inued he ollowing wo cou ses (V1 and V2) up o
da e, al hough i has been annually e iewed in a con inuous imp o emen p ocess. This
pape will p esen he design o he PAT V0 and ollowing changes in V1 and V2.
An o ien a ion p og am mus be adap ed o he cha ac e is ics and con ex o he Uni e si y
and College whe e i is o be implan ed. Howe e , you can se a gene al s uc u e and
wo king me hods om which he ac ion will be o ganized. The e o e, i s s ep o ca y ou
ou PAT was o analyze di e se expe iences o di e en uni e si ies in o de o ge he
PAT´s s uc u e and me hodology. Among o he s, we ook as e e ence some simila ac i e
p og ams as Buddy-P og am (UGR, 2015), P og am-o ien (UCLM, 2015), PAT-
MENTOR (UBU, 2015), and GOU (UMA, 2015). The las one, an expe ience conduc ed
by colleagues om Uni e si y o Malaga, has been a pa icula ly impo an suppo o ou
men o ing p og am.
The o ganiza ion o his pape is as ollows. A e he in oduc ion, he ollowing sec ion
p esen s he gene al lines and objec i es o he PAT, which cons i u e i s essence beyond
he necessa y adjus men s. The de elopmen and esul s o he i s yea and he PAT
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
Social and Technological Sciences EISSN: 2341-2593
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edesign, implemen a ion and esul s o he PAT V1 and V2, will be he a ge o he nex
wo sec ions. Finally, conclusions and u u e lines o his wo k will be p esen ed.
2. Ou line o he PAT in ETSIT
As s a ed in he p e ious sec ion, we conside ed de eloping ac ions o imp o e guidance
o s uden s, p ima ily o eshmen. So, he gene al lines o in e en ion (goals) will ocus
on:
a) Facili a e he ansi ion o new uni e si y s uden s om unde g adua e educa ion,
including o ien a ion owa ds mo e e icien wo king me hods.
b) De ec ing and coping wi h he mos ele an ypical p oblems ha a ise newly
en olled s uden s.
c) Facili a e he in eg a ion o s uden s in he ins i u ion, ha is, make an o ien a ion,
in addi ion o academic, adminis a i e and social.
Figu e 1. O e all o ganiza ional s uc u e o he PAT.
Rela ing o he design, i was ini ially le open o de elop he guidance h ough eaching
s a (classic s yle) o pee men o s, s uden s o highe le els supe ised by a eache , whose
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
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objec i e is he guidance and ad ice o a g oup o eshmen (men ees) o achie e he abo e
objec i es. The second case in ol es an addi ional objec i e ela ed o aining o men o s
in o de o enhance hei social skills ( ela ionships and leade ship), ha is, men o s become
bo h collabo a o s and bene icia ies.
The o e all o ganiza ional s uc u e ha we assume is p esen ed in Figu e 1, whe e main
ac o s in ol ed in he PAT a e shown. The unc ions o each one a e b ie ly shown in Table
1.
Table 1. Func ions o he main ac o s in he p og am
Managemen Team
Head o he PAT
QAC -Quali y Assu ance Commission
I app o es and e alua es all imp o emen ac ions,
such as he PAT, and de elops he QAS
PAT Coo dina o
He is esponsible o he o ganiza ion, coo dina ion
and de elopmen
Men o ( olun ee s)
They de elop he ac ions speci ied in he PAT on a
g oup o s uden s men ees
Men ees
They ecei e he PAT’s ac i i ies. They a e i s -yea
s uden s who olun ee o pa icipa e
Sec e a y and Lib a y s a (PAS)
They collabo a e o de elop guidance ac i i ies in
hei espec i e a eas
Vi ual Campus
I is a i ual lea ning en i onmen whe e you can
nea ly manage he in e ac ion be ween di e en
use s, and he exchange o documen a ion and
ma e ials in ol ing he PAT; i was c ea ed as a
cou se in Moodle, wi h di e en sec ions and use
p i ileges o each o he ac o s, wi h p i a e
communica ion o ums g oups, wi h Wikis o
compila ion o expe iences and wi h ques ionnai es
o e alua ion pu poses

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Figu e 2 shows a pa ial iew o how is o ganized he Moodle based i ual lea ning
en i onmen (Vi ual Campus, VC) in he PAT V2
1
. On he o he hand, he gene al wo king
me hodology is p esen ed in Figu e 3. As i is shown, a guide o ad ice and o collec
in o ma ion (HeGAE) was pe o med, and a ool o e alua e he PAT i sel (HeEP) was
en isaged.
Figu e 2. Vi ual Campus PAT V02.
HeGAE, is a men o ’ guide. The guide summa izes all he possible key aspec s o
success ul in eg a ion o junio s uden , so, i would help men o s, while hey a e alking
1
We mus highligh he di icul y o he a ious oles o he pa icipan s: a) acul y coo dina o wi h ull access as manage s; b) collabo a ing lec u e s
wi hou edi pe mission; c) men o s, wi h es ic ed a eas and esou ces o in e com use; d) PAT s uden s; cons i u ed by young s uden s en olled in
he PAT and he e o e membe s o a s ee ing g oup led by a men o , who also had an own communica ion space, e) s uden s in gene al which included,
in addi ion o he abo e g oups, all no ice s uden s. Mos o he documen a y esou ces gene a ed in he ac i i ies had jus placed a he disposal o
his la ge g oup.
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
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wi h he PAT s uden s, o ge in o ma ion abou whe he hese aspec s we e eally key o
s uden s (i was also a socializing ool o acili a e he con e sa ion and o iden i y opics
o common in e es ). In addi ion, i was in ended o ga he in o ma ion ha could iden i y
po en ial p oblems on hei in eg a ion in o his College, so, ha could be he seed o
imp o emen ac ions wi hin he QAC. The Table 2 summa izes he issues included in he
HeGAE and ela ed PAT objec i es. No e ha i has wo di e en blocks, one o each
semes e , because no el s uden s e ol e apidly du ing hei i s mon hs in he College.
Rega ding he assessmen ool o he PAT (HeEP), i s main objec i e is o ga he
in o ma ion abou he le el o sa is ac ion o he pa icipan s in p og am, men o and
men ee.
Figu e 3. PAT gene al wo king me hodology.
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4609
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The design o bo h, he HeGAE and he HeEP, has been changing in new e sions o he
PAT. Hence o h, we will show only he esul s o he issues highligh ed in i alic in Table
2, which a e di ec ly ela ed o he wo k p esen ed he e.
Table 2. HeGAE design and goals.
Issues ela ed o …
Goal
FIRST
SEMESTER
Inpu p o ile ( ype o deg ee, op ion o
choice)
To be ea ed by he QAC
Expec a ions (mo i a ion, p ospec s o
success, coping s a egies planned)
Ad ising / To be ea ed by he
QAC
Le el o knowledge o he deg ee i sel
Ad ising / Check need o ad ice
Le el o knowledge o esou ces ( ules o
esidence and egis a ion, Lib a y and
Vi ual Campus)
Ad ising / Check need o ad ice
Lack o s udy o ecas o in insic easons
(wo k, amily p oblems ...)
Ad ising
SECOND
SEMESTER
P oblems wi h he p e-uni e si y aining
and expe ience wi h he ZERO cou se
To be ea ed by he QAC
Deg ee o di icul y o each subjec and
expe ience wi h con inuous assessmen
To be ea ed by he QAC
Coping s a egies ( ime spen s udying,
me hodology, a endance, u o ials)
Ad ising / Check need o ad ice
Resul s ( e lec ion on he esul s and hei
ela ion o s a egy) and o e all sa is ac ion
wi h he cou se
Ad ising / To be ea ed by he
QAC
3. Design, implemen a ion and esul s o he PAT V0 (Yea 2012-13)
3.1. Final Design o he Tools
In he PAT V0, we ma ked a u he objec i e: imp o e he communica ion be ween
eache s and s uden , which adi ionally came being epo ed as unsa is ac o y. The e o e,
he choice o s uden -men o s was pos poned and he PAT V0 s age esponds o Figu e 1
wi h he ole o men o played by eache s.
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Rega ding he HeGAE, we chose o ma e ialize i in wo ways. Fi s , men ees we e asked
o comple e a VC ques ionnai e. A e , an in e iew, made o men o s o men ees, allows
comple ing he in o ma ion ga he ed by he ques ionnai e. Fo his in e iew, i was
gene a ed a Guide (semi-s uc u ed in e iew) wi h he philosophy explained in he
p e ious sec ion. Finally, in e iew epo s was collec ed (wi hou iden i ying he s uden s
2
)
h ough Vi ual Campus in o de o be analized by he PAT coo dina o s and he QAC.
On he o he hand, he HeEP was ma e ialized in a VC ques ionnai e, asking in o ma ion
on use sa is ac ion, on compliance wi h he addi ional goal o he PAT V0 and on he
possible use o pee men o ing in u u e edi ions.
3.2. Resul s and analysis o edesign
Table 3 shows he le el o pa icipa ion o s uden s and men o s du ing he i s yea . The
ini ial u nou was abou 20% o 250 new s uden s in o al.
Table 3. Pa icipa ion da a.
Ini ial pa icipa ion
S uden pa icipa ion in HeGAE
Pa icipa ion in HeEP
S uden s
Men o s
Su ey 1
In e iew 1
Su ey 2
In e iew 2
S uden s
Men o s
53
23
52
39
34
19
8
23
Table 3 is only o men ed s uden s. Pa icipa ion da a o o he s uden s (new s uden s bu
non-pa icipan in he p og am) we e: 44 ( i s semes e ) and 22 (second semes e ) in he
HeGAE, and 3 in he HeEP. The p o ided da a o bo h g oups sca cely showed signi ican
2
F om he ou se , i was equi es o he u o s a con iden iali y ag eemen and ansmi he in o ma ion wi hou iden i ying he sou ce o gi e con idence
o he s uden s. So we e ansmi ed o hem oo.
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Table 10. Main p ocess ou pu s.
P ocess ou pu s (documen s and ma e ials)
- Topics o in e es o new s uden s, as documen a ion o he wo kshops and semina s o ganized
o hem o o he guidance documen s ha can p o ide impo an in o ma ion (e.g. guides using
he se ices o Sec e a y and Lib a y).
- T aining subjec s o men o s: allow he o ma ion on he unc ions o guidance, men o ing and
e alua ion, as well as ac ion s a egies wi h pee s.
- Ma e ials o he e alua ion and moni o ing o he ac i i y (in e iew guides, ques ionnai es,
e c.)
- The gene a ed i ual lea ning en i onmen is in i sel a aluable echnology esou ce, which
mos ly ep esen s wo k done o he u u e.
5. Conclusions and u u e lines
Men o ing P og am ha we ha e conduc ed o e he las h ee yea s was concei ed as a
p ocess o con inuous imp o emen , which has been keeping i s achie emen s and
modi ying he pa ame e s ha ha e been p oblema ic. In Table 11 a e shown schema ically
conclusions as de ec ed, by one side bene i s and on he o he p oblems and challenges o
he u u e. We mus highligh ou excellen expe ience wi h e e an s uden as men o s bu
also, clea ly, we ha e ailed o con ey he message o he g oup o new s uden s. In
addi ion, we say ha we ag ee ully wi h (Zabalza, 2013) abou " he impo ance o
men o ing, guidance and suppo o s uden s a e called o be he new uni e si y o he XXI
cen u y".
The e o e, i has al eady s a ed he PAT V3 wi h new ac ions aimed a i s cou ses
s uden s.
Table 11. Conclusions.
Bene i s
P oblems and challenges
 We ha e ob ained high ac ual knowledge o
he hough and eeling o new s uden s.
 The decline o he pa icipa ion equi es
e en ion ac i i ies (unde s udy).

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 Ac i i ies, despi e poo a endance, ha e
been highly ega ded, so we expec be e
u u e.
 In he g oup o men o s abandonmen was
much less (50%), high mo i a ion, success
o he aining cou se and cu iculum
imp o emen in hei social skills.
 Dynamic designed and can be expec ed o
ha e lowe labo cos on hese cou ses.
 Also o imp o ing e en ion and because i
is demanded, we mus plan collec i e
ac i i ies a e y ea ly s ages o he yea .
 The p io i y o app o ing ou weighs
e e y hing else, bu we do no manage o
associa e hese ac i i ies wi h an indi ec
bene i on hei exams success (unde
s udy).
 P og am coo dina ion has cos oo many
hou s, which canno be main ained o e
ime. The challenge is o au oma e he
p ocess whe e possible.
 Inc ease aining o e ed by he p ojec (no e
ha he wo kshops / semina s a e opened o
all new s uden s).
6. Acknowledgemen
To all hose who ha e been men o s o he PAT, eache s and s uden s, and he con ibu o
s a , o hei dedica ion and en husiasm. This p ojec was pa ially unded by he
Uni e si y o Malaga h ough he Educa ional Inno a ion P ojec (PIE13-046).
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7. Re e ences
ENQA (Eu opean Associa ion o Quali y Assu ance in Highe Educa ion) (2015)
S anda ds and guidelines o quali y assu ance in he Eu opean Highe Educa ion A ea.
h p://www.enqa.eu/index.php/home/esg/. Accessed: 24 Janua y 2016.
MECD (Minis e io de Educación, cul u a y depo e) (2014). Da os básicos del sis ema
uni e si a io español. Cu so 2013/14. h p://www.mecd.gob.es/dms/mecd/educacion-
mecd/a eas-educacion/uni e sidades/es adis icas-in o mes/da os-
ci as/DATOS_CIFRAS_13_14.pd . Accessed: 24 Janua y 2016.
Pallise a, M., Fullana, J., Planas, A., y del Valle, A. (2010). La adap ación al espacio
eu opeo de educación supe io en España - Los cambios/ e os que implica la enseñanza
basada en compe encias y o ien aciones pa a esponde a ellos, Re is a Ibe oame icana de
Educación 52(4).
Real Dec e o 1393/2007, de 29 de oc ub e, po el que se es ablece la o denación de las
enseñanzas uni e si a ias o iciales. BOE núm. 260, de 30/10/2007.
Real Dec e o 1791/2010, de 30 de diciemb e, po el que se ap ueba el Es a u o del
Es udian e Uni e si a io. BOE núm. 318, de 31/12/2010.
Real Dec e o 861/2010, de 2 de julio, po el que se modi ica el Real Dec e o 1393/2007,
de 29 de oc ub e, po el que se es ablece la o denación de las enseñanzas uni e si a ias
o iciales. BOE núm. 161, de 3/7/2010.
UBU (Uni e si y o Bu gos) PAT-MENTOR (O ien ación y u o ía de apoyo) (2015)
h p://wwww.ubu.es/se icio-de-in o macion-y-ex ension-uni e si a ia/se icios-unidad-de-
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