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Mentoring as a transformative experience
Mentoring & Tutoring: Partnership in Learning Pub Date : 2021-03-15 , DOI: 10.1080/13611267.2021.1899583
Wendy A. Hall 1 , Sarah Liva 2
Affiliation  

ABSTRACT

Graduate student mentoring is a key component of successful university experiences, specifically, improved student retention, completion, and satisfaction. Tensions in application of existing mentoring frameworks create difficulties with university-wide approaches. We used a descriptive qualitative study design to explore graduate students’ perspectives about mentoring. We interviewed 54 Canadian participants in 12 focus groups, including masters’ (n= 19), unclassified (n= 1), and PhD (n= 34) students from multiple disciplines. Focus groups ranged in size from two to seven students. After transcribing interviews, we used inductive content analysis to develop themes. Students described mentoring as a transformative experience because mentors smoothed their paths. Receiving mentoring required students to advocate for themselves and access university structures that promoted mentoring. Transformative mentoring supported students’ aspirational goals. Mentoring strengthens institutional supervisory practices and graduate student retention and success but it requires systematic approaches.



中文翻译:

指导作为一种变革的经历

摘要

研究生指导是成功的大学经验的关键组成部分,特别是提高了学生的保留率,完成率和满意度。应用现有指导框架时的紧张情绪在大学范围内的方法中造成了困难。我们使用描述性的定性研究设计来探索研究生对指导的观点。我们采访了12个焦点小组的54名加拿大参与者,包括硕士(n = 19),未分类(n = 1)和PhD(n= 34)来自多个学科的学生。焦点小组的规模从两个到七个学生不等。记录访谈内容后,我们使用归纳性内容分析来开发主题。学生们将导师描述为一种变革性的经历,因为导师可以平滑自己的道路。接受指导要求学生自我倡导,并进入促进指导的大学架构。变革性的指导支持了学生的理想目标。指导可以加强机构管理实践,并保持研究生的成功和成功,但这需要系统的方法。

更新日期:2021-04-08
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