Is coaching the new teaching approach?

Mangion-Thornley, Karine

Abstract

In the past twenty years, coaching has been broadly defined as a helping strategy that enables people to reach their full potential (Hawkins and Smith, 2006, Whitmore, 2009). As an emerging industry and profession, coaching needed to be defined and distinguished from other learning interventions. Consequently, researchers and practitioners focused on distinguishing coaching from other helping interventions such as teaching, counselling, consulting and mentoring in terms of purpose, audience, process, tools and techniques (Whitmore, 1999, Grant and Stober, 2006, McMahon and Archer, 2010, Whitmore, 2009). In terms of purpose, coaching is often associated with personal development, performance and well-being enhancement (Grant and Stober, 2006, Palmer, 2013).

In addition, coaching and mentoring are widely used in three-quarters of organisations in UK and an additional 12% declared that they would plan using it in 2015 (CIPD, 2014). The benefits of coaching typically include leadership, performance development and employee engagement. A number of universities deliver career coaching for students and integrate coaching skills in their leadership development programme. Yet, few studies report on the integration of coaching in the organisational development of higher education institutions. Hence, this professional development workshop aims at exploring coaching as a developmental intervention for staff and students. Participants will reflect on if, why and how coaching could be implemented in higher education institutions to create a coaching culture in academia.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: Higher Education Academy Annual Conference 2017: Generation TEF: Teaching in the spotlight
• Start Date: Jul 4, 2017
• End Date: Jul 6, 2017
• Deposit Date: Jun 25, 2021
• Public URL: https://uwe-repository.worktribe.com/output/7491089