ABSTRACT
This chapter focuses on a small piece of qualitative research to examine final-year undergraduate student evaluations of peer coaching and also addresses a gap in the educational literature relating to coaching for transformational and personal development. The peer coaching process is constructivist in that it ‘involves generating data from peers who assume multiple realities rather than a fixed truth, with participants as active agents in their ongoing development’. The standard end-of-module evaluation questionnaire was extended to include specific questions that addressed students’ perceptions of the peer coaching experience, and the value of the peer coaching circles. In line with the personal development planning agenda in higher education, peer coaching was introduced into a final-year module within BA (Hons) Creative Expressive Therapies to promote recognised attributes for employability: self-management, interpersonal skills, team working, readiness to improve own performance, business and customer awareness, problem solving, communication and literacy.
