Mentoring frameworks: synthesis and critique

Domínguez, Nora; Hager, Mark J.

doi:10.1108/ijmce-03-2013-0014

Cited by 68 publications

(68 citation statements)

References 41 publications

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“…However, peer mentoring functions are not always well characterised in empirical studies which makes comprehensive evaluation of mentoring programmes challenging. It is suggested that peer mentoring could be more effective for both student and institutional outcomes when programmes are designed around the assessed mentoring needs of a target population (Dominguez and Hager, 2013).…”

Section: Straus and Marusic 2009)mentioning

confidence: 99%

Exploring perceived support of postgraduate medical science research students

McEvoy

Hunter

Matchett

et al. 2017

Journal of Further and Higher Education

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Professor Karen McCloskey is a Professor in Cell Physiology and works in the area of urology and urological malignancies. She has served as Associate Director for Postgraduate Training and in her current role as Director of the School Gender Equality Office and Athena, she has developed mentoring and buddy schemes for PhD students. AcknowledgementsThis research was conducted at Queen's University Belfast. There are no sources of funding to declare for the conduct of this study or in preparation of the manuscript. Disclosure statementThe authors have no competing interests to declare in relation to this manuscript. Word count: 6061 3 AbstractThere is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students' perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. 'Functional' and 'relationship development' concepts of supervisory styles were highlighted as important aspects to perceived support in this research population.The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhance student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice.

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Section: Straus and Marusic 2009)mentioning

confidence: 99%

Exploring perceived support of postgraduate medical science research students

McEvoy

Hunter

Matchett

et al. 2017

Journal of Further and Higher Education

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“…This form of mentoring relationship may be characterized as a deficit model in which mentors believe their role is to "help the mentee or coachee gain something from their knowledge or experience" (Salter, 2015, p. 77); others such as Dominguez and Hager (2013) prefer to view mentoring as a "developmental model". Dominguez and Hager (2013) and Parylo et al (2012), Searby (2014) stated that mentoring "should be viewed as a learning partnership between the mentor and the protégé" and that the vision of a passive mentee waiting for the mentor's wisdom is being challenged by a more active mentee stance. Thus, emphasis is placed on the importance of the roles of both mentors and mentees, contributing to the construction of an effective mentoring relationship.…”

Section: Definition Of Mentoringmentioning

confidence: 99%

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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“…According to Dawson (2014, p. 137) 'by 2007 there were more than 50 definitions of mentoring used in the research literature'. These definitions further multiply in the mentoring literature on mentoring frameworks (Dominguez and Hager, 2013), programmes (Kent et al, 2013) and models (Buell, 2004). Much of this literature focuses on the roles, procedures, functions and outcomes of mentoring.…”

Section: What We Did and Why We Did It Like Thismentioning

confidence: 99%

Experimenting with dialogic mentoring: a new model

Nahmad-Williams

Taylor

2015

International Journal of Mentoring and Coaching in Education

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Purpose -This article explores mentoring as a dialogic practice in relation to three themes: identity, fear of being judged and respect. It develops Bokenko and Gantt's (2000) concept of dialogic mentoring to propose a new theorisation of mentoring as a relational, embodied, spatial, affective, and ethical practice. Design/methodology/approach -The article reports on a mentoring project that took place in a UK University which was seeking to enhance its research culture. This project used an innovative methodological approach in which mentor and mentee wrote and shared diary entries as means of building more effective and constructive mentoring experiences, and as a vehicle for reflexively analysing the mentoring process. Findings -The project outcomes were: first, a deepened appreciation and reflexive evaluation of the role played by dairies and writing in the enactment of dialogic mentoring; second, the development of a theoretical framework to enhance understanding of dialogic mentoring; and third, the generation of a dialogic mentoring model encompassing multiple dimensions of the process. Practical implications -The article provides insights to support methodological innovation in mentoring practice; it links mentoring practice with theory development to enhance mentor and mentee collaboration and reflexivity; it offers an example of good mentoring practice that could be scaled up within educational institutions wishing to enhance their research culture. Originality/ value -The article offers, first, a reflexive account of a methodologically innovative mentoring practice to enhance mentoring; and second, it proposes a new theorisation and model of dialogic mentoring practices. Keywords: mentoring; dialogue; reflexive; ethical; higher education Paper type: Research paper The BeginningThis article is purposefully written in two voices -Lindy, the mentee and Carol, the mentor -to reflect the ongoing nature of the collaborative process we have been engaged in. We have used different fonts to indicate our respective voices.I (Lindy) was seeking a space for research and scholarly development. I had made the decision to leave my post in teacher education because I felt constrained by the pressures of Teacher Standards (which I saw as 'teaching by numbers'), the constant flow of new educational initiatives in schools, and performative Ofsted regimes. I had previously written books for practitioners and wanted to engage in more research

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Mentoring frameworks: synthesis and critique

Cited by 68 publications

References 41 publications

Exploring perceived support of postgraduate medical science research students

Exploring perceived support of postgraduate medical science research students

Mentoring for educators’ professional learning and development

Experimenting with dialogic mentoring: a new model

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