The digital resources are for SIT academic staff who are interested in coaching and mentoring. You would have attended CoLEAD’s coaching workshop (Coaching As An SIT Educator), Communities of Practice sessions, and have some experience in the practice of coaching and mentoring.

References and links are provided for sources which include:

  • Journal articles
  • Books and book chapters
  • Reports and other publications
  • Websites
  • Audio-visual content

The resources in this document are presented in American Psychological Association (APA) style.

We hope you find this resource useful. We welcome your engagement with us. Please contact Coaching & Mentoring Trainer, Mr Ramesh Shahdadpuri at if you have:

  • Any questions
  • Information about corrections
  • Information that a hyperlink is no longer active
  • Suggestions for additional research and references.

Resource Compiler

Mr Ramesh Shahdadpuri is Senior Educational Developer (Coaching & Mentoring Trainer) with Centre of Learning Environment & Assessment Development (CoLEAD), Singapore Institute of Technology (SIT).  He leads coaching training for faculty development and other coaching initiatives at the university.  Ramesh has a Certified Corporate Coach certification from Singapore Management University and is an Associate Certified Coach (ACC) with International Coaching Federation (ICF).

    Coaching Websites – Professional Coaching Organisations

    International Coaching Federation (ICF Global)

    ICF is the world’s largest organization leading the global advancement of the coaching profession and fostering coaching’s role as an integral part of a thriving society. Its 41,000-plus members located in more than 150 countries and territories work toward common goals of enhancing awareness of coaching and upholding the integrity of the profession through lifelong learning and upholding the highest ethical standards. Through the work of its six unique family organizations, ICF empowers professional coaches, coaching clients, organizations, communities and the world through coaching.

    International Coaching Federation, Singapore Chapter (ICF Singapore)

    ICF Singapore is a chartered chapter of ICF Global.  It aims to advance the art, science and practice of professional coaching in Singapore. The chapter consists of nearly 800 professional coaches and people interested in coaching.  The vision of the ICF Singapore chapter is “Engaging Our Members For Coaching Excellence.”

    Institute of Coaching (IOC)

    The Institute of Coaching at McLean, Harvard Medical School Affiliate, is a non-profit organization dedicated to ensuring scientific integrity in the field of coaching. Our mission is to disseminate the best coaching science and empower you to catalyze positive change in yourself, your community, and the world around you.

    European Mentoring and Coaching Council (EMCC)

    EMCC exists to develop, promote, and set the expectation of best practice in mentoring, coaching, and supervision globally for the benefit of society Our vision is to be the ‘go to’ body in mentoring, coaching, and supervision. EMCC is made up of Affiliated Country and region EMCCs and their membership plus direct members where a local EMCC does not yet exist.   It is made up of delegates from Belgium, Croatia, Cyprus, Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Luxembourg, Netherlands, Norway, Poland, Portugal, Romania, Serbia, Slovenia, Spain, Switzerland, Turkey, Ukraine, United Kingdom, and the Asia Pacific Region.

    Association for Coaching (AC)

    AC is a leading independent and not-for-profit professional body in the U.K., dedicated to promoting best practice and raising the awareness and standards of coaching worldwide. Their purpose is to inspire and champion coaching excellence, to advance the coaching profession and make a sustainable difference to individuals, organizations and society.

    Coaching Websites – Universities & Research Centres

    Case Western Reserve University

    Weatherhead School of Management

    Coaching Research Laboratory

    The Coaching Research Lab is a joint initiative between scholars and leading organizations to develop a more comprehensive understanding of coaching through empirical research. Using the latest research from the scholarship of coaching, woven together with real-life experiences of business leaders committed to realizing its many benefits, we seek to inspire coaches and coachees alike to pursue their passion, realize their dreams and contribute compassionately to the establishment of effective coaching relationships within their organizations.

    Columbia University

    Teachers College / Columbia Business School

    The Center for Coaching Excellence

    The Center for Coaching Excellence exists to create value to individuals, groups and organizations interested in the on-going enhancement of knowledge about the process of coaching and related skills. The Center leverages the power of imagination and co-creation by sponsoring conferences, conducting and disseminating research, developing e-learning modules and offering collaborative e-forums for networks of coaches to stay connected. Creating coach-specific research projects is an excellent example of Columbia Coaching Certification Program (3CP) candidates both developing an appreciation for the power of research to inform effective, professional practice, as well as, contributing to the knowledge-base of this exciting and emerging field of professional practice.

    Hult International Business School

    Ashridge Centre for Coaching

    The Ashridge Centre for Executive Coaching (ACC) is an internationally recognised innovator and provider of standards for the profession of coaching. The aim of the Ashridge Centre for Coaching has been to build bridges between science and practice, and to promote rigorous, academically sound, and ethical foundations for the executive coaching field. Research from the ACC informs our Masters in Executive Coaching, Postgraduate Diploma in Organisational Supervision, and our executive coaching and team coaching practice.

    Leeds Beckett University

    The Carnegie School of Education

    The Centre for Mentoring, Coaching & Professional Learning (CollectivED)

    CollectivED is a research and practice centre which aims to expand the available knowledge base on coaching, mentoring and collaborative professional development through research and develop new approaches to active knowledge exchange.  The CollectivED working papers form an invaluable open access resource. CollectivED’s focus is practice, policy and research on coaching, mentoring and professional development. The content and audience are national and international.

    Oxford Brookes University

    Oxford Brookes Business School

    International Centre for Coaching and Mentoring Studies (ICCAMS)

    ICCAMS is a world-class centre for coaching and mentoring with a vision of robust, effective, professional coaching and mentoring practice making a real difference to the lives people lead. Our mission is to expand the knowledge base of coaching and mentoring by promoting cutting-edge research and teaching by producing both high-quality research and publications and leading professional development at master's and doctoral level. The Centre is the publisher of the International Journal of Evidence Based Coaching and Mentoring.

    University of Reading

    Henley Business School

    The Henley Centre for Coaching

    The Henley Centre for Coaching is a global leader in coaching research and coach training, and a vibrant learning community where coaches across the world connect and learn collaboratively. It is a space for sharing ideas to develop new thinking and practice in coaching. The team includes expert academics and practitioners who have written many of the most popular coaching books and continue to contribute to journals and conferences worldwide. Their important work informs our teaching and keeps our programmes and events at the cutting edge of executive coaching.

    University of Sydney

    Faculty of Science

    Coaching Psychology Unit

    The Coaching Psychology Unit seeks to enhance the performance, productivity and quality of life of individuals, organisations and the broader community through excellence in education, research and the practice of coaching psychology.  Coaching Psychology involves the application of the research, theory and practice of the behavioural science of psychology to the enhancement of life experience, work performance and personal growth of normal (non-clinical) populations.  Areas of research: Self-reflection and Self-insight Research Stream, Solution-focused Coaching Stream, Applied Positive Psychology in Organisations Stream, Coaching in Organisations, Coaching Psychology, Adult Development and Leadership Development, and Groups, Teams and Complex Adaptive Systems.

    Journal Articles

    Callaghan, G. (2022). Introducing a Coaching Culture within an Academic Faculty. International Journal of Evidence Based Coaching and Mentoring, 20(1), 83-92.

    Eastman, C.A. (2019). The developmental needs of coaches and coachees: A meta-synthesis of IJMCE Volumes 1–7., International Journal of Mentoring and Coaching in Education, Vol. 8 No. 3, pp. 217-227. &

    Erdös, T., de Haan, E., & Heusinkveld, S. (2021). Coaching: client factors & contextual dynamics in the change process: A qualitative meta-synthesis. Coaching: An International Journal of Theory, Research and Practice, 14(2), 162-183.

    Hauser, L.L. (2017). The Science Behind Powerful Questioning: A Systemic Questioning Framework for Coach Educators and Practitioners.

    Koopman, R., Englis, P. D., Ehgrenhard, M. L., & Groen, A. (2021). The Chronological Development of Coaching and Mentoring: Side by Side Disciplines. International Journal of Evidence Based Coaching & Mentoring, 19(1).

    Marshall, B. (2019). Coaching for improved student learning and achievement: Perceptions of questions used in the coaching conversation. CollectivED (9), 84-89, Carnegie School of Education, Leeds Beckett University.

    McKenna, D., & Davis, S. (2009). Hidden in Plain Sight: The Active Ingredients of Executive Coaching. Industrial and Organizational Psychology, 2(3), 244-260.

    Molyn, J., de Haan, E., van der Veen, R., & Gray, D. E. (2021). The impact of common factors on coaching outcomes. Coaching: An International Journal of Theory, Research and Practice, 1-14.

    Noon, R. (2018). Presence in Executive Coaching Conversations-The C² Model. International Journal of Evidence Based Coaching & Mentoring, 16.

    Turner, C., & McCarthy, G. (2015). Coachable moments: Identifying factors that influence managers to take advantage of coachable moments in day-to-day management. International Journal of Evidence Based Coaching and Mentoring, 13(1), 1-13.

    van Coller-Peter, S., & Adriana de Vries, D. J. (2022). Towards building theory on coachee readiness. International Journal of Evidence Based Coaching & Mentoring, 20(1).

    Books / Book Chapters

    Goldsmith, M. (2010). What got you here won't get you there: How successful people become even more successful. Profile books.

    Goldsmith, M., & Reiter, M. (2015). Triggers: Sparking positive change and making it last. Profile Books.

    Landsberg, M. (2015). The Tao of coaching: Boost your effectiveness at work by inspiring and developing those around you. Profile Books.

    Lee, S. T. (2021). Solution Focused Briefly Illustrated. Partridge Publishing Singapore.

    Moon, H. (2020). Coaching: Using Ordinary Words in Extraordinary Ways. The Sage Handbook of Social Constructionist Practice, 246.

    Reynolds, M. (2020). Coach the Person, Not the Problem: A Guide to Using Reflective Inquiry. Berrett-Koehler Publishers

    Stanier, M. B. (2016). The coaching habit: Say less, ask more & change the way you lead forever. Box of Crayons Press.

    van Nieuwerburgh, C. (2020). An Introduction to Coaching Skills: A Practical Guide. SAGE.

    Whitmore, J. (2010). Coaching for Performance: The Principles and Practice of Coaching and Leadership FULLY REVISED 25TH ANNIVERSARY EDITION. Hachette UK.

    Reports and Other Publications

    Institute of Coaching – Resources.

    International Coaching Federation – Global Coaching Study.

    International Coaching Federation – Welcome To Coaching World.

    Moon, H. The Masterclass: A Heutagogical Approach to Learning Solution-Focused Conversation.


    David Clutterbuck - What Is Coaching.

    David Clutterbuck – Powerful Questions.

    Journal Articles

    Boyatzis, R. E., Rochford, K., & Taylor, S. N. (2015). The role of the positive emotional attractor in vision and shared vision: Toward effective leadership, relationships, and engagement. Frontiers in Psychology, 670.

    Boyatzis, R. E., & Jack, A. I. (2018). The neuroscience of coaching. Consulting Psychology Journal: Practice and Research, 70(1), 11.

    Dias, G. P., Plamer, S., O’Riordan, S., Freitas, S. B., Habib, L. R., & Bevilaqua, M. C. N. (2015). Perspectives and challenges for the study of brain responses to coaching: enhancing the dialogue between the fields of neuroscience and coaching psychology. Coach Psychol, 11, 11-9.

    Grant, A. M. (2016). What constitutes evidence-based coaching?: A two-by-two framework for distinguishing strong from weak evidence for coaching. International journal of evidence-based coaching and mentoring, 14(1), 74-85.

    Grant, A. M. (2015). Coaching the brain: Neuro-science or neuro-nonsense? The Coaching Psychologist, 11(1), 31.

    Howard AR (2015). Coaching to vision versus coaching to improvement needs: a preliminary investigation on the differential impacts of fostering positive and negative emotion during real time executive coaching sessions. Front. Psychol. 6:455. DOI: 10.3389/fpsyg.2015.00455

    Jack, A. I., Boyatzis, R. E., Khawaja, M. S., Passarelli, A. M. & Leckie, R. L. (2013). Visioning in the brain: An fMRI study of inspirational coaching and mentoring. Social Neuroscience, 8(4), 369-384.

    Lebois, L. A. M., Wilson-Mendenhall, C. D., Simmons, W. K., Barrett, L. F., & Barsalou, L. W. (2020). Learning situated emotions. Neuropsychologia, 145, Article 106637.

    Taylor, S. N., Passarelli, A. M., & Van Oosten, E. B. (2019). Leadership coach effectiveness as fostering self-determined, sustained change. The Leadership Quarterly, 30(6), 101313.

    Books / Book Chapters

    Blake, A. (2018). Your body is your brain: Leverage your somatic intelligence to find purpose, build resilience, deepen relationships and lead more powerfully. Trokay Press.

    Brann, A. (2022). Neuroscience for Coaches: How coaches and managers can use the latest insights to benefit clients and teams. Kogan Page Publishers.

    Grant, A. M. (2013). The efficacy of coaching. Handbook of the psychology of coaching and mentoring, 15-39.

    Green, S., & Palmer, S. (Eds.). (2018). Positive psychology coaching in practice. Routledge.

    O’Connor, J., & Lages, A. (2019). Coaching the Brain: Practical Applications of Neuroscience to Coaching. Routledge.

    Passmore, J., & Tee, D. (Eds.). (2020). Coaching Researched: A Coaching Psychology Reader for Practitioners and Researchers. DOI:10.1002/9781119656913

    Rock, D., & Page, L. J. (2009). Coaching with the brain in mind: Foundations for practice. John Wiley & Sons.

    Watts, M., & Florance, I. (Eds.). (2021). Emerging Conversations in Coaching and Coaching Psychology (1st ed.). Routledge.

    Reports and Other Publications

    Co-Active Training (2020). Does Coaching Work? Let's Look at the Neuroscience

    Co-Active Training (2019). Harvard Medical School maps science to Co-Active coaching.


    Boyatzis, R. (2021). How Neuroscience is Changing Coaching. Coaches Rising.

    Rock, D. (2020). Redeciding with neuroscience in mind. Alumni Interview - HEC Paris.

    Journal Articles

    Adams, M. (2012). Coaching psychology in schools: Supporting staff performance and well-being. Coaching Psychology International, 5(1), 13-21.

    Alzen, J. L., Burkhardt, A., Diaz-Bilello, E., Elder, E., Sepulveda, A., Blankenheim, A., & Board, L. (2021). Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion. Innovative Higher Education, 1-25.

    Berry, J. (2019). Leadership to support a coaching culture. A think piece Working Paper. CollectivED Working Papers (7), 14-16. Carnegie School of Education, Leeds Beckett University.

    Capstick, M.K., Harrell-Williams, L.M., Cockrum, C.D. et al. Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students. Innov High Educ 44, 219–231 (2019).

    Devine, M., Meyers, R. & Houssemand, C. (2013). How can coaching make a positive impact within educational settings? Procedia – Social and Behavioral Sciences, 93, 1382–1389.

    Fields, R. (2018). Students’ perceptions of an executive coaching intervention: a case study of an enabling education programme. Coaching: An international journal of theory, research and practice, 11(2), 102-116. DOI: 10.1080/17521882.2017.1407805

    Fried, R. R., & Atkins, M. A. P. (2019). Breaking grad: building resilience among a sample of graduate students struggling with stress and anxiety via a peer coaching model–an 8-Month pilot study. International Journal, 17, 2. DOI: 10.24384/sa09-av91

    Fried, R. R., & Irwin, J. D. (2016). Calmly coping: A motivational interviewing via co-active life coaching (MI-VIA-CALC) pilot intervention for university students with perceived levels of high stress. International Journal of Evidence Based Coaching and Mentoring, 14(1), 16-33.

    Fried, Rebecca R., "Calmly Coping: A Motivational Interviewing via Co-Active Life Coaching (MI-via-CALC) Intervention For University Students Suffering From Stress" (2014). Electronic Thesis and Dissertation Repository. 2209.

    Gillaspy, E. (2020). Developing the congruent academic through an integrated coaching approach. International Journal for Academic Development, 25(3), 285-289. DOI: 10.1080/1360144X.2019.1593175

    Goleman, D., & Senge, P. (2014). The Triple Focus. Reflections, 14(1), p31. &

    Jones, L. (2019). Enquiring into online teaching practice: Using Coaching Dimensions as a metacognitive tool. A research Working Paper. CollectivED Working Papers (8), 60-67. Carnegie School of Education, Leeds Beckett University.

    Knight, J. (2019). Students on the margins: Coaching for engagement and achievement. The Learning Professional, 40(6).

    Lancer, N., & Eatough, V. (2020). One‐to‐One Coaching as a Catalyst for Personal Development: An Interpretative Phenomenological Analysis of Coaching Undergraduates at a UK University. Coaching Researched: A Coaching Psychology Reader, 231-252.

    Lefdahl-Davis, E., Huffman, L., Stancil, J., & Alayan, A. J. (2018). The impact of life coaching on undergraduate students: A multiyear analysis of coaching outcomes. International Journal of Evidence Based Coaching and Mentoring, 16(2), 69-83.

    Lofthouse, R. & van Nieuwerburgh, C. (2019). Making most of the spectrum of mentoring and coaching in education. A think piece working paper. CollectivED (9), 67-70, Carnegie School of Education, Leeds Beckett University.

    Lofthouse, R. & Hall, E. (2014). Developing practices in teachers’ professional dialogue in England: Using coaching dimensions as an epistemic tool. Professional Development in Education, 40(5), 758–778.

    Marshall, B. (2019). Coaching for improved student learning and achievement: Perceptions of questions used in the coaching conversation. A research working paper. CollectivED (9), 84-89, Carnegie School of Education, Leeds Beckett University.

    Munro, Chris & Barr, Margaret & Nieuwerburgh, Christian. (2020). Creating coaching cultures in schools. DOI:10.4324/9781003015901-11

    Peng, Y., & Wang, Q. (2019). The impact of Mindful Agency Coaching and Motivational Interviewing on the development of positive learning dispositions in undergraduate students: A quasi-experimental intervention study. Journal of Educational and Psychological Consultation. Published online

    Robinson, C. E. (2015). Academic/success coaching: A description of an emerging field in higher education (Doctoral dissertation, University of South Carolina).

    Robinson, J. A. (2019). Community college success coaching: A phenomenological exploration of an emerging profession (Doctoral dissertation).

    Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311. DOI: 10.1080/03054980902934563

    Sepulveda, A. (2020). Coaching college students to thrive: Exploring coaching practices in higher education. University of Northern Colorado.

    Sepulveda, A., Birnbaum, M., Finley, J. B., & Frye, S. (2020). Coaching college students who have expressed an interest in leaving: A pilot study. Coaching: An International Journal of Theory, Research and Practice, 13(1), 8-15.

    Sepulveda, A. (2016). Exploring the roles and responsibilities of academic coaches in higher education. Journal of Student Affairs, 2016-2017(26), 69–79.

    Spencer, D. (2021). Understanding the coaching experiences of non-traditional students in Higher Education in the UK. International Journal of Evidence Based Coaching & Mentoring, 15.

    Theeboom, T., Beersma, B., & van Vianen, A. E. M. (2015). The differential effects of solution-focused and problem-focused coaching questions on the affect, attentional control and cognitive flexibility of undergraduate students experiencing study-related stress. The Journal of Positive Psychology, 11(5), 460-469.

    Torbrand, P., & Ellam-Dyson, V. (2015). The experience of cognitive behavioural group coaching with college students: An IPA study exploring its effectiveness. International Coaching Psychology Review, 10(1), 76-93

    van der Baan, N., Gast, I., Gijselaers, W., & Beausaert, S. (2022). Coaching to prepare students for their school-to-work transition: conceptualizing core coaching competences. Education+ Training.

    Wang Q, Law HC, Li Y, Xu Z and Pang W (2017) Awareness and Awakening: A Narrative-Oriented Inquiry of Undergraduate Students’ Development of Mindful Agency in China. Front. Psychol. 8:2036. &

    Wang, Q. & Millward, I. (2014). Developing a unified psychological model of coaching and mentoring in supporting the learning and development of adolescents. International Journal of Evidence Based Coaching and Mentoring, 12(2), 91–108.

    Books / Book Chapters

    Adams, M. (2015). Coaching psychology in schools: Enhancing performance, development and wellbeing. Routledge

    Campbell, J., & van Nieuwerburgh, C. (2017). The leader’s guide to coaching in schools: Creating conditions for effective learning. Corwin.

    Fehring, H., & Rodrigues, S. (2017). Teaching, coaching and mentoring adult learners: Lessons for professionalism and partnership. Routledge

    Gross Cheliotes, L. M., & Reilly, M. F. (2018). Coaching conversations: Transforming your school one conversation at a time. Corwin.

    van Nieuwerburgh, C., & Passmore, J. (2018). Creating coaching cultures for learning. In Coaching in Education (pp. 153-172). Routledge.

    van Nieuwerburgh, C. & Barr, M. (2016). Coaching in education. In T. Bachkirova, G. Spence & D. Drake (Eds). The SAGE Handbook of Coaching. Sage.

    van Nieuwerburgh, C. & Green, S. (2014). Developing mental toughness in young people: coaching as an applied positive psychology. In D. Strycharczyk & P. Clough (Eds.), Developing Mental Toughness in Young People: Approaches to Achievement, Well-Being and Positive Behaviour (pp. 81-97). United Kingdom: Karnac Books Ltd.


    Coaching is Not Academic Advising - Alicia Sepulveda. Published on 2021/03/31.,policies%2C%20procedures%2C%20or%20requirements

    Coaching Practices in Higher Education: Coaching for Performance and Coaching for Growth - Alicia Sepulveda. Published on 2021/01/14.


    Growth Coaching International (GCI)


    Barr, M. & Taylor, S. (2021). Exploring the Research for Coaching in Education. [Webinar]. Growth Coaching International.

    van Nieuwerburgh, C., & Munro, C. (2020). Exploring the Conversational Continuum: Facilitative, Dialogic and Directive Interactions. [Webinar]. Growth Coaching International.

    van Nieuwerburgh, C. (2020). The Global Framework for Coaching in Education. [Webinar]. Growth Coaching International.

    Campbell, J., Knight, J. & van Nieuwerburgh, C. (2014). The Global Framework for Coaching in Education. [Webinar]. Institute of Coaching.


    Need more information?

    Contact our Coaching & Mentoring Trainer, Mr Ramesh Shahdadpuri at

    More CoLEAD Programmes