Rebuilding faculty capacities in higher education: An alternative for relational mentoring

ABSTRACT

The aim of this study is to explore how Hungarian university teachers at a faculty of social sciences adapt developmental initiations in mentoring relationships. These relationships are designed to maximise reflective space through various mentoring structures without predefined mentoring roles. This study presents findings from a pilot faculty mentoring programme involving faculty (n = 13) from the same institution who joined on a voluntary basis for 6 months. For the analysis of the programme, baseline and end of programme survey, participants’ reflective diaries and transcripts of the final focus groups were used. The content analysis of the qualitative data was supplemented by quasi-statistical descriptive analysis of the quantitative dataset. The relational perspective of the mentoring programme design nurtured (1) the multi-directional nature of the learning cycles, (2) the diverse content of the professional discussions, and (3) the programme impact on the individuals’ workplace well-being.

KEYWORDS:

• Mentoring
• faculty development
• developmental initiation
• ONSIDE; mentoring roles

Disclosure statement

In accordance with Taylor & Francis policy and our ethical obligation as researchers, we are reporting that one of the researchers is employed by the institution where the pilot research took place. We have disclosed those interests fully to Taylor & Francis and have in place a plan for managing any potential conflicts arising.

Statement of originality

This is to certify that the intellectual content of this researchpaper is the product of our own work and that all the assistance received in preparing this proposal and sources have been acknowledged.

Additional information

Funding

This work was supported by the Hungarian New National Excellence Programme (ÚNKP-2018-3-I).

Notes on contributors

Kinga Káplár-Kodácsy

Kinga Káplár-Kodácsy is assistant lecturer at Eötvös Loránd University (ELTE), Hungary, Faculty of Education and Psychology, Institute of Research on Adult Education and Knowledge Management. She teaches HR counselling and adult learning specialist courses. She is an experienced secondary school teacher and qualified teacher mentor. Her research interests include reflective practise of teachers, mentoring in secondary and higher education. Her current research projects are dealing with understanding the roles and concepts of ITE mentoring, exploring innovative mentoring practices in faculty development context and finding ways for improving teaching in higher education.

Helga Dorner

Helga Dorner is associate professor and director at the Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology of Eötvös Loránd University (ELTE), Hungary. Before joining ELTE, she was senior lecturer and director of the Center for Teaching and Learning at the Central European University, Hungary. She was lead faculty of the Program for Excellence in Teaching in Higher Education for Doctoral Students and taught courses in the field of teaching and learning in higher education and socialisation of academics. She is also a Fellow of the Higher Education Academy. She researches teaching innovations, academic professionalism and mentoring for teaching in higher education. She consults with national and international (higher) educational organisations, regularly publishes scholarly articles and presents at conferences.