From university to working life: mentoring as a pedagogical challenge

Abstract

Purpose

The purpose of this paper is to scrutinize the transition from university to working life through different theoretical approaches. Inspired by Barnett the paper also asks: What is it to learn for an unknown future? According to Bartlett neither knowledge nor skills are sufficient to enable success in the contemporary world. What is needed are certain kinds of human qualities and dispositions. The paper seeks to introduce two examples that help us to analyse the phenomenon from the perspectives of higher education and working life.

Design/methodology/approach

The data consists of an interview on pedagogical practices in actor training and of group mentoring discussions in a teacher community.

Findings

Based on the observations, the educational process itself with its disturbing factors, the transition to working life, and finding one's place in it are all sites that provide their own challenges for an unknown future. The contradiction between security and the unknown inscribed in them produces uncertainty. Furthermore, the paper maintains that self‐challenge is one of the dispositions needed for living with uncertainty.

Originality/value

Dialogic mentoring is a tool by which the problems and contradictions raised by daily practices can be challenged. Some of these contradictions may have their roots in unsolved challenges during education, and then have to be shouldered by the work community. The concept of dialogic mentoring is a fruitful pedagogical tool in preventing and reducing work‐based stress and exhaustion experienced by newcomers in work communities.

Citation

Saarnivaara, M. and Sarja, A. (2007), "From university to working life: mentoring as a pedagogical challenge", Journal of Workplace Learning, Vol. 19 No. 1, pp. 5-16. https://doi.org/10.1108/13665620710719312