Reflections on the mentoring process with academics entering a “new” educational experience

Abstract

Purpose

Increasingly, academics new to higher education find themselves in a “publish or perish” environment, with little if any formal or informal support structures. This is a situation that many academics have faced and lamented. The discussion in this paper emanates from the objective of seeking to change this environment. The mentoring provided an opportunity to work collaboratively with accounting academics who are new to the higher education sector, and focuses on developing and/or enhancing a scholarly approach to teaching and learning.

Design/methodology/approach

The reflective practitioner model provides the theoretical framework that underpins this mentoring process. The discussion in this research paper provides an opportunity to explore this mentoring process, primarily aimed at developing and encouraging a scholarly approach to teaching and learning by academics new to the environment. Data on the process were collected using a survey questionnaire and as a result of informal discussions during the mentoring process.

Findings

The findings indicate an overall positive response to the process for both the mentor and the mentee and the achievement of the planned research outcomes.

Originality/value

The discussion in this paper outlines a framework and process that others may follow when mentoring academics entering a “new” educational experience.

Citation

Watty, K., Hilliar, K., Ji, S., Magdziarz, S. and Simpson, M. (2006), "Reflections on the mentoring process with academics entering a “new” educational experience", Asian Review of Accounting, Vol. 14 No. 1/2, pp. 37-48. https://doi.org/10.1108/13217340610729455