Purpose

The purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.

Design/methodology/approach

The researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.

Findings

Six themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.

Research limitations/implications

While this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.

Originality/value

These unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

中文翻译：

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在高等教育中指导二人组：感觉很幸运，但不仅仅是运气

目的

本文的目的是探讨高等教育中师徒关系的形成、维持和维持。通过调查参与正式指导计划的女性导师和学员的反映，目的是告知未来计划的设计和参与者的期望，提高未来实践的质量，并了解指导可能为学员带来的好处学术界。

设计/方法/方法

研究人员利用自学研究设计来探索他们对高等教育中一对一指导的反思。该项目采用个人-建构主义-协作方法，参与者在整个合作伙伴关系中维护期刊。然后将这些反射进行比较，以了解参与者在关系发展时的看法。

调查结果

分析中出现了六个主题，代表了三类指导二人体验：(1) 形成——匹配，(2) 保持——灵活性、响应性和持久性，以及 (3) 持续——渴望不失望和互惠学习。

研究限制/影响

虽然本文侧重于两名参与者的经验，但这种探索的深入性质提出了重要的实际考虑，这些考虑可应用于其他情况下正式指导计划和/或指导二人组的发展和/或振兴。

原创性/价值

这些对他们在很长一段时间内指导的独特见解增加了这一动态知识体系。这项研究为女性学者提供了发言权，并揭示了她们在分享参与正式指导计划的生活经历时的脆弱性和开放性。