Abstract This paper discusses the learning and development experiences of academics who make transitions between higher education institutions involving multiple communities. In these communities, they may act on the periphery as both newcomers and academics with established credentials that may have a significant impact on their participation. In acknowledging this, this paper uses Lave and Wenger’s concept of Community of Practice to better understand how these academics gain their legitimacy, and whether mentoring has a specific role to play in their development into full members of communities. Based on the analysis of the themes generated from 12 in-depth semi-structured interviews with academics who have experienced transitions between higher education institutions, this paper suggests that restricted access to a mentoring programme may lead these academics to question their status benefits and their development into full participants of communities. Referring to the examples of mentoring programmes used in other universities, this paper shows that among experienced academics, mentoring can contribute to their development and provide a range of psychosocial benefits from the increased level of support.

中文翻译：

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获得合法性：指导作为过渡到新的学术工作场所的途径/获得合法性：指导作为管理向不同学术职位过渡的一种手段

摘要本文讨论了在涉及多个社区的高等教育机构之间进行过渡的学者的学习和发展经验。在这些社区中，他们可能既是新来者，又是具有已建立资历的学者，同时对他们的参与产生重大影响。在承认这一点后，本文使用了Lave和Wenger的实践社区概念，以更好地理解这些学者如何获得合法性，以及指导在发展成为社区的正式成员方面是否具有特定作用。根据对经历过高等教育机构转型的学者进行的12次深度半结构化访谈所产生的主题分析，本文表明，进入导师计划的机会有限，可能会导致这些学者质疑他们的地位优势以及他们成为社区充分参与者的发展。参照其他大学使用的指导计划的示例，本文表明，在经验丰富的学者中，指导可以为他们的发展做出贡献，并通过增加支持水平而提供一系列的社会心理益处。