The 10 Commandments of Coaching: Validating Best Practices for Student Career Programs

Jones, J., & Smith, H. A. (2022). A comparative study of formal coaching and mentoring programmes in higher education. International Journal of Mentoring and Coaching in Education, 11(2), 213–231. https://doi.org/10.1108/IJMCE-03-2021-0054

Introduction

Jones and colleagues (2022) evaluated formal coaching and mentoring programs in UK Higher Education (HE). The study’s aim was to establish a structured, evidence-based approach for improving undergraduate professional-level employment outcomes, a goal increasingly emphasized by HE quality frameworks.

Methods

The authors conducted a comparative case study, examining two large-scale, formal programs at two UK Business Schools: a coaching initiative (N>1,500 students) and a mentoring initiative (N>250 students over 10 years). Data was synthesized from key stakeholders and benchmarked against expert-endorsed success criteria from existing literature to validate best practices.

Results

The comparison yielded 10 critical factors for program success. Top factors included (1) securing senior management commitment and budget and (2) appointing a dedicated programme manager. Program quality hinges on (6) mandatory coach/mentor training, a precise (5) matching process that allows for student choice, and (9) ongoing support/supervision for all participants. Other essentials covered clear aims, proper induction, integrated support tools, and robust evaluation.

Discussion

The authors concluded that a program’s effectiveness hinges not on the specific label (coaching versus mentoring) but on the rigor of its underlying framework. It validates a “loose-tight” structure, where organizational design elements (e.g., funding, integration) are formalized, while delivery elements (e.g., meeting structure) retain flexibility and center on student commitment and choice.

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