The Faculty Mentors’ Perceptions through Collaborative Expertise

Abstract

The present study employed a quantitative content analysis strategy for examining mentoring to reveal the actual expertise and faculty learning experienced in an intensive three-day workshop. A total of 12 mentors, including supervisory mentors participated in in-depth discussions regarding their experiences as a mentor. The analysis of cooccurrence network revealed the conditions for effective mentoring included mentors’ involvement in mentoring, enhancing their knowledge and skills to about mentoring; To elucidate the major characteristics the learning of mentors themselves, the results indicated the following three points: (1) mentor-mentee pairings should take account of mentees’ strengths and limitations, and where the mentors and mentees get along with both personally and professionally; (2) mentors were inspired by other mentors’ actual expertise and mentoring style which were shared in mentor meetings; and (3) mentors had opportunities to reflect on their own mentorship via participation in group mentoring.