Academia.edu

, 52

Academic development

, 13

Academic Professional Apprenticeship

, 40–43

Academic transcript

, 48

Accreditation standards

, 102

Action Heritage

, 68

Active citizenship

, 29

Adaptability in adaptive mentoring

, 32

Adaptive mentoring

, 32

dual professionals

, 27–28

importance of voice and affirmation

, 30–31

meeting academics in transition

, 32–34

mentoring dialogue

, 21–27

need for ongoing mentoring

, 31–32

positioning professional expertise from sectors in academic contexts

, 28–29

Affirmation, importance of

, 30–31

Amrita’s letter to Elizabeth and Jessica

, 121–125

Angolan Women Voice Association, UK

, 67–68

Artificial intelligence (AI)

, 53

in coaching and mentoring

, 53

Assessment

adjustments

, 108

anxiety

, 108

authentic

, 106–107

co-design of

, 105–106

digital tools

, 105–106, 109

feedback

, 108

formative

, 106

inclusive

, 104

impact of outside a university

, 106, 111

leadership

, 106

summative

, 106

sustainable

, 106

Authentic assessment

, 107

transformative nature of

, 107–108

Authentic mentoring

, 58–59

Belonging

, 60, 71, 109

Better Mental Health (2022) project

, 62, 64, 67–68

Black students

, 20

Both/and logic

, 28–29

Boundary objects

, 86–87

‘Breadcrumbs in the forest’

, 89–90

Carbon footprint

, 109

Carrington St. Scheme

, 61

Chartered accountant

, 18

Civic responsibility

, 48–49

Client brief for students

, 85

Climate action

, 110–111

Climate anxiety

, 110–111

Climate awareness journey

, 112

Climate change

, 100, 108

Climate leadership

, 106

Climate-oriented coaching and mentoring

, 110–112

Climate solutions

, 106

Closure in mentoring relationships

, 125–128

CLT-ECOS

, 109–110

Co-design of climate solutions

, 105

Co-learning

, 70, 125, 127–128

Co-mentoring

, 82

Coaching

, 11–13, 110–112

Cognitive challenge

, 107

Collaborative autoethnographic project

, 9

Collaborative entanglements

, 80–81

Collaborative self-reflection

, 80–81

Collaborative writing

, 10

Collective memory work

, 10

Community

, 30

Community engagement

, 63–64

Community impact

, 90

Community-led workshops

, 60

Competencies for sustainability

, 108–109

Constructive alignment

, 106

Contracting in mentoring relationships

, 125–128

Convergence of ideas

, 83–84

Coproduction

, 79

Council on Higher Education (CHE)

, 19–20

Course diversity data

, 45–46

Covid-19

, 82

Creative writing techniques

, 10

Creativity

, 123

Cross-disciplinarity

, 3–5

Cross-functional mentoring, benefits of

, 72

Cross-functional network development

, 10, 52, 127–128

Cross-gender mentoring

, 91–92

Curriculum, hidden

, 73

Curriculum, taught

, 73

Degree awarding gaps

, 45

Delphi study

, 48

Demonstrating

, 32

Department of Higher Education and Training (DHET)

, 19–20

Design thinking

, 83–84

Developmental networks

, 87–88

Digital citizenship

, 109

Digital marketing

, 105

Digital tools

, 109

Directing

, 32

Divergence of ideas

, 83–84

Diversity and inclusion strategy

, 91–92

Double diamond concept

, 83–84

Dual professionals

, 27–28

Eco-cycle

, 111–112

Economic growth

, 49

EDI

, 60

Education Development Unit (EDU)

, 21

Elizabeth’s reflective commentary on SDG4

, 119–120

Engagement

, 30

Entrepreneur College Taicang

, 123–124

Entrepreneur mentors

, 124

Entrepreneurial education

, 123

Entrepreneurial mentoring

, 124

Equitable access to HE

, 53–54

Equity

, 3–4, 20, 42, 45, 48–49

Established academics

, 31–32

Everyday heritage

, 67–68

Extended reality

, 52–53

External engagement

, 45

External examiner report

, 45

Feedback in mentoring

, 18–19, 25, 33, 91–92, 103, 118–119

Fiction

, 10

Formal mentoring

, 11–12, 20–21, 52, 64, 125–126

Fourth Industrial Revolution (4IR)

, 129

FutureLearn

, 43

Guiding

, 32

Guilt

, 103

Heaping

, 83–85

Heritage Lincolnshire, UK

, 78–79

Hierarchy in mentoring relationships

, 11–12

Holistic mentoring

, 22, 34, 64

Hope

, 11, 19, 111

Identity

, 30

Identity development

, 107

Inclusion

, 4

Inclusive heritage

, 59, 65, 67

Inclusive pedagogies

, 59

Inclusivity

, 100, 104, 108

Informal mentoring

, 13, 51, 59, 70, 83, 125–126

Intangible heritage

, 67–68

Interpretation strategy

, 79

Invisible transitions

, 22

Jessica’s reflective commentary on SDG4

, 120–121

Knowledge brokering

, 80, 82

Knowledge exchange (KE)

, 79

Knowledge Exchange Framework (KEF)

, 92–93

Leadership

, 19–21, 33, 93, 105

Leadership of climate action

, 110–111

Leading Learning and Teaching in Higher Education

, 125

Learning outcomes

, 43, 53, 106–107, 124

Legacy

, 1–2, 69, 72, 87

Legacy of apartheid

, 27

Legitimacy

, 30

Lifelong learning

, 8, 41, 53–54, 109, 120, 125

Life-wide learning

, 112

LinkedIn

, 41, 43, 52

Live briefs

, 91

Mapping

, 86

Mapping Nottingham’s Identity project (2016–19)

, 60

Massification

, 20, 34

Mental health

, 60

Mentoring

, 1–3, 58

books on

, 11–13

and coaching

, 11–12, 100

collaborative

, 79–80

as collaborative learning

, 61

cross-functional

, 128

definition of

, 2

and ethnic diversity

, 72

fluid

, 64

and friendship

, 61, 64, 74

and gender

, 13, 71, 91–92, 124

multidirectional

, 80

personal note on

, 13

scheme

, 20, 32, 52, 123

space

, 128

Metaverse

, 52–53

Micro-credentials

barriers to implementation

, 41

benefits for stakeholders

, 41

case studies

, 49–50

cost

, 48–49

definition

, 48

digital infrastructure

, 47–48

evidence of learning

, 47–48

pedagogy

, 49–50

policy guidelines and regulations

, 47–48

potential benefits

, 41

verifying

, 46

Millennium Development Goals (MDGs)

, 3

Miner2Major

, 79

New Economics Foundation (NEF)

, 66–67

Nottingham Girls’ Academy

, 6, 8, 118–119

Nottinghamshire Heritage Forum

, 79

Online meeting platform

, 42

Online mentoring relationships

, 51

Organization for Economic Cooperation and Development (OECD)

, 123

Origami

, 103, 105

Outreach to Ownership O2O (2022) project

, 60, 62, 64–65, 67–68

Pandemic

, 1, 2, 8, 45, 51, 79, 83–84, 125

Participatory Action Research (PAR)

, 58, 61

‘Pause and reflect’ questions

, 8, 14, 128–129

Paying learning forward

, 46

Pedagogic innovation

, 41–42, 125

Pedagogy

, 18, 48–49, 102, 110–111

Peer mentoring

, 33, 124

Person Oriented Design (2019) project

, 62

PhD

, 20–21

Power

, 20, 30

Pracademia

, 28–29

Practice-informed learning

, 29

Professional Regulatory and Statutory Body (PSRB)

, 43

Psychology-focused research

, 51–52

Quality assurance

, 19–20, 42, 50–51

Quality Assurance Agency (QAA), The

, 47, 49–51

Quality (higher) education

, 20, 29, 42, 118–120, 123

R&D time

, 85

Realism

, 107

Reciprocal mentoring

, 30, 33, 70, 127–128

ResearchGate

, 52

Resilience

, 65–66

Resilient communities

, 65–67

Self-efficacy

, 50–51, 71

Sense of humour

, 103

Settings for mentoring meetings

, 50–53

Seven Games of Leadership, The

, 128

Showing

, 32

Silence in mentoring conversations

, 43, 45, 50–51

Social capital

, 93

Social networks

, 52

Social prescribing

, 66

Social prescribing approach to intangible heritage

, 67–68

Solutions-focused assessment

, 104

Staffing South Africa’s Universities Framework (SSAUF)

, 19–20

Student development

, 21

Student evaluations

, 18

Student wellbeing

, 102

Student-staff co-creation

, 108

Students as Partners philosophy (SaP philosophy)

, 64–65, 118–119

Support dimension in adaptive mentoring

, 32

Sustainable assessment

, 108–109

Sustainable Development Goals (SDGs)

SDG3

, 4, 58

SDG4

, 3

SDG5

, 3

SDG7

, 78

SDG8

, 78

SDG11

, 4, 58

SDG13

, 4, 100

SDG15

, 4, 78

SDG17

, 3–4

Sustainable learning

, 3–5

Sustainable procurement

, 106, 110–111

Synchronization in adaptive mentoring

, 33

Systemic approaches

, 3–5

Systemic response to climate change

, 110

Task dimension in adaptive mentoring

, 32

Teaching

, 18, 30–31

The Saville Foundation (TSF)

, 21, 25

Three-level mentoring model

, 124

Transitions

, 11–12, 21, 27–28, 124

Trust in mentoring relationships

, 23, 43, 50–51, 53, 61, 64, 67–68, 70, 83, 93–94, 123, 127

Uneven climate change impact

, 112

University Mental Health Charter (Student Minds, UK)

, 108

University of Cape Town (UCT)

, 20–21

Validation

, 63

Voice, importance of

, 23, 28–31, 71, 129

Walled Remembrance Space

, 41, 44

Well-being

, 4, 59, 65–67, 108

Women’s voices

, 129

Work-like experience for students

, 91

World Health Organization (WHO)

, 66

Writing methodology

, 8–11

Xi’an Jiaotong-Liverpool University (XJTLU)

, 123