TY - JOUR
T1 - From dyad to network
T2 - the evolution of a mentoring relationship
AU - Hackmann, Donald G.
AU - Malin, Joel R.
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/8/7
Y1 - 2020/8/7
N2 - In this narrative account, the authors share how a mentoring relationship between a doctoral student and educational leadership professor experienced the mentoring stage of redefinition when the student transitioned into a faculty position. The authors describe an ever-changing experience as the partnership has evolved, with mentoring activities diminishing and the relationship solidifying into a research partnership and friendship. Drawing upon shared commitments to mentoring and high-quality education, the authors have been intentional in expanding the dyad into a network, including their doctoral students in collaborative research activities. Students have experienced benefits (as they have informally reported, and as evidenced by their academic records); the two faculty members, at different institutions and with differing research expertise and experiential backgrounds, could provide differentiated feedback and perspectives to these students. The network has also provided benefits for the mentors, who experienced increased productivity, new research insights, and deeper understandings of quality mentoring relationships.
AB - In this narrative account, the authors share how a mentoring relationship between a doctoral student and educational leadership professor experienced the mentoring stage of redefinition when the student transitioned into a faculty position. The authors describe an ever-changing experience as the partnership has evolved, with mentoring activities diminishing and the relationship solidifying into a research partnership and friendship. Drawing upon shared commitments to mentoring and high-quality education, the authors have been intentional in expanding the dyad into a network, including their doctoral students in collaborative research activities. Students have experienced benefits (as they have informally reported, and as evidenced by their academic records); the two faculty members, at different institutions and with differing research expertise and experiential backgrounds, could provide differentiated feedback and perspectives to these students. The network has also provided benefits for the mentors, who experienced increased productivity, new research insights, and deeper understandings of quality mentoring relationships.
KW - Alternative mentoring
KW - collaboration
KW - informal learning environments
KW - mentoring network; student-faculty mentoring
UR - http://www.scopus.com/inward/record.url?scp=85091989514&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85091989514&partnerID=8YFLogxK
U2 - 10.1080/13611267.2020.1793085
DO - 10.1080/13611267.2020.1793085
M3 - Article
AN - SCOPUS:85091989514
SN - 1361-1267
VL - 28
SP - 498
EP - 515
JO - Mentoring and Tutoring: Partnership in Learning
JF - Mentoring and Tutoring: Partnership in Learning
IS - 4
ER -