Understanding human resources work through mentoring: Student learning at the boundary of higher education and working life
DOI:
https://doi.org/10.64775/ciwil.2026.63444Keywords:
Higher education , HR education, Human resources, Mentoring, Theory-practice integration, Work-integrated learningAbstract
Higher education is a formal requirement for most professions in Sweden, yet education alone is often considered insufficient for preparing students for working life. Mentoring, which integrates education and working life, has been identified as important for students’ learning, identity development, and transition to work and may be understood as a relational form of work-integrated learning. Despite this, limited research has examined how mentoring can be designed for interdisciplinary programs. This study investigates undergraduate HR students’ experiences of an extracurricular mentoring activity and how it contributed to their understanding of the educational content and the human resources (HR) profession. In doing so, it explores the learning potential of mentoring in an interdisciplinary, nonprofessional education program. Written assignments from 79 students who participated in a mentoring activity in a Swedish HR program were analyzed using a thematic analysis approach. The results showed that mentoring supported students’ understanding of the HR profession and encouraged reflection on course content, themselves, and their future professional roles. The activity was described as facilitating reciprocal knowledge exchange between mentees and mentors. At the same time, students experienced tensions between academic learning and practical application, with working life often perceived as a more authentic and practice-oriented source of knowledge than the learning and knowledge acquired in educational contexts. The study highlights mentoring as a means of supporting professional identity formation, bridging theory and practice, and strengthening learning in interdisciplinary higher education.
References
Al-Aqeel, S., & Alhumaid, H. K. (2024). Undergraduate university students mentoring program: Experiences of mentors and mentees. Frontiers in Education, 9, Article 1486398. https://doi.org/10.3389/feduc.2024.1486398
Akanegbu, C. O. & Iheduru-Anderson, K. (2022). Formal Mentoring Program in Nursing Education: A Literature Review. ABNFF Journal, 1(1), 23.
Andrews, M., & Chilton, F. (2000). Student and mentor perceptions of mentoring effectiveness. Nurse Education Today, 20(7), 555–562. https://doi.org/10.1054/nedt.2000.0464
Arnesson, K., & Albinsson, G. (2017). Mentorship – A pedagogical method for integration of theory and practice in higher education. Nordic Journal of Studies in Educational Policy, 3(3), 202–217. https://doi.org/10.1080/20020317.2017.1379346
Bilgin, A. A., Cutler, S., Prince, M., Henderson, C., & Froyd, J. E. (2022). Looking ahead: Structure of an industry mentorship program for undergraduate engineering students. Journal of Engineering Education, 111(3), 394–425. https://doi.org/10.18260/3-1-1153-36031
Billett, S. (2024). Learning across working life: Educative experiences and individuals’ participation. Studies in Continuing Education, 46(2), 143–159. https://doi.org/10.1080/0158037X.2022.2089936
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bryman, A. (2018). Samhällsvetenskapliga metoder Social science methods (3rd ed.). Liber.
Crawshaw, J. R., & Game, A. (2015). The role of line managers in employee career management: An attachment theory perspective. The International Journal of Human Resource Management, 26(9), 1182–1203. https://doi.org/10.1080/09585192.2014.934886
Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545. https://doi.org/10.1007/s11162-009-9130-2
Eby, L. T., Butts, M. M., Durley, J., & Ragins, B. R. (2010). Are bad experiences stronger than good ones in mentoring relationships? Evidence from the protégé and mentor perspective. Journal of Vocational Behavior, 77(1), 81–92. https://doi.org/10.1016/j.jvb.2010.02.010
Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518–540. https://doi.org/10.1177/0013161X04267118
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136. https://doi.org/10.1348/000709900158001
Eraut, M. (2012). Transfer of knowledge between education and workplace settings. In H. Daniels, H. Lauder & J. Porter (Eds.), Knowledge, Values and Educational policy: A Critical Perspective (1st ed., pp. 65–84). Routledge.
Feng, X., Sundman, J., Aarnio, H., Taka, M., Keskinen, M., & Varis, O. (2025). Towards transformative learning: Students’ disorienting dilemmas and coping strategies in interdisciplinary problem-based learning. European Journal of Engineering Education, 50(2), 428–450. https://doi.org/10.1080/03043797.2024.2424197
Ferm, L. (2021). Vocational students’ ways of handling the academic/vocational divide. International Journal for Research in Vocational Education and Training, 8(1), 1–24. https://doi.org/10.13152/IJRVET.8.1.1
Ferm, L., Wallo, A., Reineholm, C., & Lundqvist, D. (2024). Defender, disturber or driver? The ideal-typical professional identities of HR practitioners. Personnel Review, 53(6), 1524–1541. https://doi.org/10.1108/PR-09-2022-0621
Ferns, S. J., Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2025). Defining and designing work-integrated learning curriculum. Higher Education Research & Development, 44(2), 371–385. https://doi.org/10.1080/07294360.2024.2399072
Gale, T., & Parker, S. (2014). Navigating change: A typology of student transition in higher education. Studies in Higher Education, 39(5), 734–753. https://doi.org/10.1080/03075079.2012.721351
Gershenfeld, S. (2014). A review of undergraduate mentoring programs. Review of Educational Research, 84(3), 365–391. https://doi.org/10.3102/0034654313520512
Häll, A. (2024). Lost in translation: The human resource business partner in a Scandinavian context. Nordic Journal of Working Life Studies, 14(1), 49–66. https://doi.org/10.18291/njwls.148116
Harris, S. M. (2002). Student perceptions of the mentoring relationship in higher education. In F. Kochan (Ed.), The organizational and human dimensions of successful mentoring programs and relationships (pp. 53–68). Emerald Publishing. https://doi.org/10.1108/978-1-60752-526-420251008
Harrison, H. F., Kinsella, E. A., Loftus, S., DeLuca, S., McGovern, G., Belanger, I., & Eugenio, T. (2023). Nurturing a trusting learning community: Perceptions of relationships in a health professions education peer mentorship program. International Journal of Mentoring and Coaching in Education. 13(1), 55–72 https://doi.org/10.1108/IJMCE-08-2022-0065
Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350–367. https://doi.org/10.1080/03075079.2013.842221
Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608–625. https://doi.org/10.5465/255910
Kumar, A. T., & Prieto-Flores, O. (2025). “I am not any greater than you are”: Cultivation of humility in higher education through mentoring. Innovative Higher Education, 50(3), 947–965.https://doi.org/10.1007/s10755-024-09759-9
Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. In D. A. Clutterbuck, F. K. Kochan, L. G. Lunsford, N. Dominguez, & J. Haddock-Millar (Eds.). The SAGE handbook of mentoring. 20, 316–334. SAGE.
MacFarlane, K. (2018). Higher education learner identity for successful student transitions. Higher Education Research & Development, 37(6), 1201–1215. https://doi.org/10.1080/07294360.2018.1477742
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3–24. https://doi.org/10.1177/074171368103200101
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, (74), 5–12. https://doi.org/10.1002/ace.7401
Nabi, G., Walmsley, A., Mir, M., & Osman, S. (2025). The impact of mentoring in higher education on student career development: A systematic review and research agenda. Studies in Higher Education, 50(4), 739–755. https://doi.org/10.1080/03075079.2024.2354894
Nuis, W., Segers, M., & Beausaert, S. (2023). Conceptualizing mentoring in higher education: A systematic literature review. Educational Research Review, 41. https://doi.org/10.1016/j.edurev.2023.100565
Örestig Kling, J. (2024). Varför hatar alla HR? Personalvetares motsägelsefulla position som profession och arbetsgivarrepresentant. [Why does everyone hate HR? The contradictory position of HR professionals as a profession and employer representative]. Fronesis, 80–81, 185–200. https://www.diva-portal.org/smash/get/diva2:1845046/FULLTEXT01.pdf Accessed 2026-05-15.
Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, undergraduate research, and identity development: A conceptual review and research agenda. Mentoring & Tutoring: Partnership in Learning, 23(5), 411–426. https://doi.org/10.1080/13611267.2015.1126165
Patterson, C. A. (2024). Mentoring programs: Characteristics within HRD and higher education contexts. Advances in Developing Human Resources, 26(1), 56–66. https://doi.org/10.1177/15234223231213993
Penman, M., Tai, J., Evans, G., Brentnall, J., & Judd, B. (2024). Designing near peer mentoring for work integrated learning outcomes: A systematic review. BMC Medical Education, 24, Article 937. https://doi.org/10.1186/s12909-024-05900-6
Saranya, C., Dhuli, R., & Guduru, R. (2022). The role of a mentor in students’ personal growth, academic success, and professional development. London Journal of Research in Humanities and Social Sciences, 22(17), 35–46.
Schaap, H., Baartman, L., & de Bruijn, E. (2012). Students’ learning processes during school-based learning and workplace learning in vocational education: A review. Vocations and Learning, 5(2), 99–117. https://doi.org/10.1007/s12186-011-9069-2
Sng, J. H., Pei, Y., Toh, Y. P., Peh, T. Y., Neo, S. H., & Krishna, L. K. R. (2017). Mentoring relationships between senior physicians and junior doctors and/or medical students: A thematic review. Medical Teacher, 39(8), 866–875.
Swedish Research Council. (2024). Good research practice. https://www.vr.se/english/analysis/reports/our-reports/2025-07-03-good-research-practice-2024.html Accessed 2026-02-10.
Wallo, A., & Coetzer, A. (2023). Understanding and conceptualising the daily work of human resource practitioners. Journal of Organizational Effectiveness: People and Performance, 10(2), 180–198. https://doi.org/10.1108/JOEPP-01-2022-0013
Wang, J., Gill, C., & Lee, K. H. (2023). Effective mentoring in a work-integrated learning (WIL) program. Journal of Teaching in Travel & Tourism, 23(1), 20–38. https://doi.org/10.1080/15313220.2022.2129873
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jennie Ryding, Annika Eklund, Camilla Seitl
This work is licensed under a Creative Commons Attribution 4.0 International License.
