Students' experiences of academic coaching in Norway: a pilot study
Peer reviewed, Journal article
Published version
Date
2022Metadata
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Original version
International Journal of Mentoring and Coaching in Education. 2022, 11 (4), 349-363. 10.1108/IJMCE-07-2021-0077Abstract
Purpose
The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.
Design/methodology/approach
The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes that emerged from the data.
Findings
The findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies.
Research limitations/implications
The findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings.
Originality/value
This article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.