The purpose of this paper is to present a synthesis of the origins and theoretical frameworks of adult mentoring practices in educational and workplace settings along with an analysis and critique of their application to mentoring processes.
The authors systematically analyzed books and articles published in peer-reviewed journals from 1978 to 2012 using qualitative meta-summary and qualitative meta-synthesis methodological approaches.
This systematic review of the literature resulted first, in an organized, historical framework of theories of adult mentoring in academic and workplace and educational contexts from 1978 to 2012. Second, it provided information regarding the recognized challenges in traditional mentoring endeavors that led to the more expansive concept of developmental networks and participation in communities of practice. Third, it served as a foundation for a critique of the theories as applied to mentoring relationships and programs.
The paper provides the theoretical foundation for future empirical work in the field of adult mentoring in educational and workplace settings.
This paper is the first to condense the vast theoretical frameworks that inform the field of adult mentoring in the twenty-first century.
Dominguez, N. and Hager, M. (2013), "Mentoring frameworks: synthesis and critique", International Journal of Mentoring and Coaching in Education, Vol. 2 No. 3, pp. 171-188. https://doi.org/10.1108/IJMCE-03-2013-0014Download as .RIS
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