What happens when leaders come together to learn from one another? In this blog, Shobana Nair Partington and Anna Egan reflect on how group peer mentoring can transform the experience of leadership in higher education. Drawing on the innovative PACE initiative at Manchester Met University, the piece shows how shared stories, collective wisdom and mutual accountability not only ease the isolation of headship, but also create stronger, more resilient leaders.
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“A good leader cultivates other leaders, but the best leader never stops growing themselves”.
The day after my birthday, a young man offered me his seat at a crowded station. Later, another did the same on a packed train. When I shared this story with friends, one quipped, “Oh dear, you have reached that age!” while another teased, “Maybe he just wanted a chance to chat with a lovely person.”
Their playful comments made me laugh, but they also prompted reflection. How we interpret moments, whether through the lens of age, gender, or kindness, can vary widely. These interpretations, while light-hearted, reminded me of the value of diverse perspectives and the importance of having trusted peers to help us reframe experiences.
Just as my friends offered differing interpretations of a simple gesture, peer mentoring allows leaders to hear diverse perspectives, some playful and some challenging, that help us grow. These moments of reflection mirror the kind of feedback we exchange in mentoring relationships. This type of mentorship is valuable for enhancing work culture and team dynamics. In leadership, especially within higher education, such shared reflections can be transformative as they help us navigate ambiguity, challenge assumptions, and build resilience.
Introduction: The Power of Mentorship and Leadership Growth
Mentorship and leadership are vital to personal and professional growth. In the evolving landscape of higher education, the leadership journey is both rewarding and challenging. Along the way, the guidance of mentors plays a key role in shaping our development. This blog explores the power of group peer mentoring, showing how shared experiences and collective wisdom can foster leadership and bring joy to our work. Through personal stories and the innovative PACE (Professional Advancement for Continuous Excellence) initiative at Manchester Met Business School, we highlight the value of building a supportive network that nurtures resilience, ongoing growth, and fulfilment in our roles.
The Journey of Leadership, Especially in Higher Education, Comes with its Own Set of Challenges
As a Head of Department in higher education, the role can be all-encompassing and emotionally draining. Educational leaders often experience loneliness due to the lack of a professional community and challenges in building relationships with other leaders (Tahir et al., 2017; Dor-haim, 2022). This highlights the importance of mutual support in professional development. Peer mentoring is essential in fostering a strong sense of community and shared purpose among academic leaders, helping to alleviate leadership challenges. Access to these communities can be through formal networks like the Chartered Association of Business Schools and Advance HE. However, more frequent and informal mechanisms are also necessary to address loneliness in leadership (Dor-haim, 2022).
Introducing PACE: A Peer Mentoring Approach to Professional Growth
Addressing the importance of this, over the past two years at Manchester Met Business School, we introduced PACE. This initiative creates a space for five Heads of Departments (HoDs) to come together to collaboratively enhance their professional development and practice.
In the first few sessions, each HoD shared their journey to headship in a safe and supportive environment. This storytelling and authentic conversation helped develop trust and a bond between us. By getting to know each other’s backgrounds, we could better appreciate the unique journeys everyone has been on. This understanding provided a valuable frame of reference for our leadership development. The next part of our sessions focused on mentoring and supporting each other, allowing us to offer more personalised advice and support. This approach has been fantastic for our collective growth and success.
Setting Goals and Building Accountability
We then discussed where everyone would like to take their journey and collectively agreed on small targets to achieve their goals. This process was not just about setting objectives but about creating a shared vision for our professional growth. Every 6-8 weeks, we reconvene to take time to review our actions and discuss challenges, providing collective support and suggestions to overcome these barriers. This collective accountability is crucial for supporting our development and keeping us motivated, as it ensures we stay committed to our goals and continuously learn from each other’s experiences.
Conclusion: The Power of Collective Wisdom
This experience of collective mentoring has reinforced my belief that leadership is a continuous process of learning and development. By investing in both our growth and the growth of those around us, we can create a more resilient and effective leadership community. The shared wisdom and collective support fostered through initiatives like PACE are essential for navigating the complexities of leadership and achieving sustained professional excellence.
I encourage you to seek peer mentoring opportunities. Start by identifying potential peers at similar career stages who share a commitment to professional growth. Set clear objectives for what you hope to achieve, such as skill development, emotional support, or career advancement. Create a structured plan with a regular meeting schedule to maintain focus and ensure consistent progress. By taking these steps, you can nurture a supportive network that encourages growth and a greater sense of enjoyment in your professional journey.
Dor-haim, P. (2022), “Educational leaders’ coping with loneliness: the unique perspective of school principals and vice-principals”, Journal of Professional Capital and Community, Vol. 7 No. 3, pp. 290-304. https://doi.org/10.1108/JPCC-11-2021-0068
Tahir, L., Thakib, M.T.M., Hamzah, M.H., Said, M.N.H.M. and Musah, M.B. (2017), “Novice head teachers’ isolation and loneliness experiences: a mixed-methods study”, Educational Management Administration and Leadership, Vol. 45 No. 1, pp. 164-189. https://doi.org/10.1177/1741143219898483
