Purpose

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/approach

A 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.

Findings

Our 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/implications

Narrative 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 implications

We make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.

Originality/value

Mentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.

中文翻译：

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学会升级：关于危机期间教授指导的个人叙述

目的

作者的目的是阐明在COVID-19大流行的新颖情况之内和之外，指导者与受训者关系中的照料会影响为教授/在教授中进行指导的效力的方式。

设计/方法/方法

叙事性探究设计借鉴了作者独特的位置和指导以及相互指导的经验，以提供对指导者与受训者关系的多层次分析。利用护理理论，我们在叙述和分析过程中特别关注了在COVID-19大流行造成的不同情况下指导的情感层面。

发现

我们的数据分析揭示了三个主题：（1）指导者的谦卑与指导者的成功有关；（2）关系的长寿很重要；（3）关心的指导关系在情感上和经验上都是产生的。

研究局限/意义

通常，叙事探究的可推广性受到限制，但可以成为促进知识共享的有力工具。我们的分析提出了值得进一步研究并且可能具有更广泛含义的领域。即，在艰难的时期，教授谦逊的正常化可以提高指导关系的质量和产生性，特别是在与网络支持相结合的情况下。

实际影响

我们提出了七项建议，以提高教授作为导师和需要指导的导师的效能。

创意/价值

练习照顾自己的受训者而不是关心他人的导师提高了建立辅导关系的效率。