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Universities in the United Kingdom, like their counterparts globally, are confronting difficulties associated with the well-being of students. The origins of these challenges are complex, exacerbated by various global events. In response, universities are trying to address these growing concerns and the escalating need for student support. Faculty members are often recruited to assist students in navigating academic and personal challenges. The aim of this study was to investigate how the process of student mentoring, by faculty members, could be made more operationally robust to better support student demand, thus yielding greater value for both students and staff.

A qualitative approach was adopted with 19 academic faculty working as mentors within a UK business school who participated in 90-minute semi-structured interviews. Interviews were analysed using an operational (transformation) management framework, with findings categorised under three key headings – inputs, transformations and outputs – to discover how the operational process of mentoring students could be enhanced.

Participants discussed the inputs required to deliver mentoring, the process of transformation and their desired outputs. Findings suggest coordinated and relevant inputs that is, information, environments and technology, coupled with good mentor selection and recruitment improves operational robustness, adding greater value to the student experience by creating more purposeful outputs, thereby benefiting themselves and their students.

The application of an operational (transformation) process framework to analyse faculty mentoring of students is unique, thereby offering new insights into the construction and management of these types of academic support initiatives.