Exploring mentoring experience through positioning theory lens

Tan, Justina Puay Inn

doi:10.1108/ijmce-08-2012-0053

Cited by 8 publications

(10 citation statements)

References 24 publications

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“…There appears to be wide agreement amongst the authors of the reviewed articles that definitions of mentoring are varied (Brondyk and Searby, 2013;Fransson and McMahan, 2013;Lunsford, 2014;Nahmad-Williams and Taylor, 2015;Reddick, 2012;Tan, 2013). This lack of a standard definition makes mentoring a difficult concept to analyse.…”

Section: Definition Of Mentoringmentioning

confidence: 99%

“…The importance of mentor and mentee in the mentoring process The complexity of the mentoring process is exacerbated by the holistic nature of mentor roles (Clutterbuck, 2004). Mentors have professional development roles (as educators, as role models, as professionals who introduce the mentees to the culture of the school and facilitators helping mentees to gain access to resources) but also psychosocial support roles (as they have experienced what the mentees are experiencing and, therefore, know how to cope with it) (Garza et al, 2014;Hobson and Malderez, 2013;Kutsyuruba, 2012;Tan, 2013;Wyatt and Arnold, 2012).…”

Section: Ijmce 54mentioning

confidence: 99%

“…Consistent with Dominguez and Hager (2013) and Parylo et al (2012), Tan (2013) noted that mentees prefer mentors who help them in their professional development. However, Tan (2013) concluded that mentees prefer mentors who are also "sensitive to their needs and give them room to manoeuvre" (Tan, 2013, p. 123). The role of the mentee in a mentoring relationship has not been as widely researched as the role of the mentor (Searby, 2014).…”

Section: Ijmce 54mentioning

confidence: 99%

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Mentoring for educators’ professional learning and development

Castanheira

2016

IJMCE

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Purpose: The author of this paper reviews and highlights key findings, themes and ideas from selected published academic papers on mentoring in education, with a specific focus on how mentoring can foster the professional learning and development of educators at all stages of their professional development. Design/methodology/approach: The author conducted a literature review of all the papers published in the International Journal of Mentoring and Coaching in Education, from volume 1, issue 1 (2012) to volume 4, issue 4 (2015), that contained the word "mentoring" in either the title, abstract and/or keywords and with a discussion of mentoring in the main text. In total, 37 papers were analysed in order to create a meta-synthesis of the primary findings. Findings: The findings present factors that foster mentoring success or failure. The purposes and components of mentoring programmes are diverse and contextually bound. Additionally, there is a tendency to view mentoring as a developmental relationship in which the mentor shares knowledge and expertise to support the mentee's learning and professional development. 2 Research limitations/implications: As this meta-synthesis literature review is focused on articles published in a single journal on mentoring, it has limited scope. However, the range of countries in which the authors of the reviewed empirical studies reside (13 countries), and the diversity of papers included in this review allowed the author to summarize and synthesize unique information for researchers and practitioners who are seeking to understand the process, outcomes and issues related to mentoring for the professional development of educators. Practical implications: The review provides information for those seeking to study and implement mentoring programmes. It focuses on mentoring for professional development of educators, identifies primary concepts in the literature reviewed and highlights new research areas in mentoring in education. Originality/value: This literature review discusses mentoring definitions from 37 different papers and contributes important knowledge to produce a picture of the intricacy of mentoring. Complex issues linked with mentoring are addressed, generating a critical systematization of mentoring research likely to have a lasting influence in the field.

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Section: Definition Of Mentoringmentioning

confidence: 99%

Section: Ijmce 54mentioning

confidence: 99%

Section: Ijmce 54mentioning

confidence: 99%

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Mentoring for educators’ professional learning and development

Castanheira

2016

IJMCE

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“…Within FE and HE institutions mentoring has become an established and efficient approach to harnessing the experience and expertise of staff through mentoring colleagues, usually in a one-to-one partnership, for professional development, professional recognition, supporting the development of early career/and under-represented groups, and the enhancement of academic practice and research. The role of the mentor is both skills based and psychosocial, requiring being able to provide professional development support and career guidance, and offering encouragement, confidence and listening support (Allen et al, 2004;Tan, 2013;Kumar & Johnson, 2019).…”

Section: Approaches To Professional Development and Mentoring To Brea...mentioning

confidence: 99%

A critical exploration of approaches to professional and leadership development to break the gender bias in academic practice and progression

Walker

2023

JPAAP

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This paper provides a critical reflection on the extent to which professional development and mentoring schemes can challenge the gender bias in academic practice for women in Further and Higher Education. The paper begins by outlining the barriers and challenges to career progression for women academics in Higher Education and the extent to which interventions, in this case engagement in a formal mentoring schemes and leadership development, can be perceived to positively influence career progression and/or professional practice. The paper will then focus on the benefits and limitations of moving to a more digital approach to mentoring and professional development, to be more inclusive and further support women to engage with initiatives that will support career progression and/or practice enhancement, through the lens of initiatives at the University of the Highlands and Islands (UHI).

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“…Positioning theory has been used in a number of research contexts such as organisational and institutional contexts for collaborative learning and mentoring activities (Tan, 2013; Hirvonen, 2016). We use positioning theory to understand why and how women of African origin make choices that affect their work–family prioritisations.…”

Section: Literature Reviewmentioning

confidence: 99%

Contextualising work–life balance: a case of women of African origin in the UK

Akobo

Stewart

2020

ICT

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Purpose The existing gender gap in the workplace, that affects job satisfaction and career advancement of women, creates a need to understand further the causes and effects of the gender gap phenomenon. Although, there are many challenges that affect women’s job satisfaction and advancement in the workplace, this paper aims to investigate work–life balance using multiple theoretical lenses. Design/methodology/approach In total, 15 semi-structured interviews were conducted with women from Nigeria and Ghana residing in the UK, they were selected using a purposive sampling method. Findings The findings show four main factors that explain the choices these women make in relation to work–family. These are cultural sensitivities, current phase in family and work–life, personality types and other influences such as policies and financial commitment. Results also show how these women make these work–family choices using networks and services. Practical implications The paper postulates the need for organisation’s to pay attention to the acculturation and enculturation of these women, which would indicate observing their cultural behaviour’s, values, knowledge and identities to understand how they integrate, assimilate and to also prevent separation and marginalisation. In addition, the use of (internal and external) networks as support systems for these women can create the opportunity for informal learning. Finally, organisation’s should create structure that support workplace learning and should include activities such as decision-making, communication, career advancement planning and flexible work patterns. Originality/value This study contributes to theory using multiple theories (work-family, gender inequality and Theories X and Y in explaining the work–family construct of women of African origin in the UK.

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Exploring mentoring experience through positioning theory lens

Cited by 8 publications

References 24 publications

Mentoring for educators’ professional learning and development

Mentoring for educators’ professional learning and development

A critical exploration of approaches to professional and leadership development to break the gender bias in academic practice and progression

Contextualising work–life balance: a case of women of African origin in the UK

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