Senior Faculty Retrospectives on Mentoring

Abstract

This qualitative study investigates the role of mentoring over a career in health education faculty at research intensive universities. A nonrandom sample of senior faculty (N=11), whose teaching experience ranged from 20 to 33 years in the classroom, was interviewed. Inductive content analysis was used to identify important themes related to mentoring. The results indicated that the participants had several mentors, they valued long-lasting mentoring relationships, and almost all agreed mentors made a definite impact on their careers. The participants viewed their role of mentor as an obligation to fulfill professional responsibilities, their relationships with students as invigorating, and their role as “legacy creators” as awe-inspiring. In conclusion, having a guide, counselor, and/or role model to ease assimilation into a department, college, and profession was viewed as critical to optimal career development.