Increasing emphasis in recent years has been placed on how faculty, staff and students in higher education can be drawn into more collaborative learning relationships through partnership working. The significant challenges in terms of negotiating shifting roles and responsibilities have been well documented. Less attention has been paid to the affective challenges, and particularly the emotional labour involved. This paper focuses on the adoption of a partnership approach to first year peer mentoring and orientation in a large Social Science programme. Peer mentors played a critical role as designers of the programme, as partners delivering the programme, and as co-researchers, offering a unique understanding and insight into aspects of the peer mentor experience that often remain hidden. Our findings draw attention to the need to consider and manage more carefully the impact of students on each other in mentoring relationships but also suggest an opportunity to harness the mentoring experience to embed a partnership culture more fully.

近年来，人们越来越强调如何通过伙伴关系将高等教育中的教职员工和学生吸引到更加协作的学习关系中。关于谈判转变角色和职责的重大挑战已得到充分记录。对情感挑战，特别是涉及的情感劳动的关注较少。本文的重点是在大型社会科学计划中采用伙伴关系方法进行一年级同伴指导和定向。同行导师在该计划的设计者，提供该计划的合作伙伴以及作为共同研究者方面发挥着至关重要的作用，它们对同行导师的经验中常常隐藏的各个方面提供了独特的理解和见解。