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Learning to level up: personal narratives about mentoring for the professoriate during a crisis

Learning to level up: personal narratives about mentoring for the professoriate during a crisis The authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.Design/methodology/approachA narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.FindingsOur data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.Research limitations/implicationsNarrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.Practical implicationsWe make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.Originality/valueMentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Mentoring and Coaching in Education Emerald Publishing

Learning to level up: personal narratives about mentoring for the professoriate during a crisis

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References (22)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-6854
DOI
10.1108/ijmce-01-2021-0006
Publisher site
See Article on Publisher Site

Abstract

The authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.Design/methodology/approachA narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.FindingsOur data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.Research limitations/implicationsNarrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.Practical implicationsWe make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.Originality/valueMentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.

Journal

International Journal of Mentoring and Coaching in Education – Emerald Publishing

Published: May 24, 2021

Keywords: Mentoring; Ethics of care; Professoriate; Mentorship of doctoral students; Online mentoring; COVID-19; Mentorship of early career faculty members; Narrative methodologies

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