Mentoring Experiences of an Educational Leadership Graduate Student and Professor: A Collaborative Autoethnography

• In Event: Roundtable Session 42
  In Roundtable Session: Learning and Teaching in Educational Leadership

Abstract

In this study, we analyzed the experiences of an educational leadership professor (mentor) and a student aspirant to the professoriate (protégé) during their two-year mentoring relationship. Collaborative autoethnography was employed, and our analysis relied primarily upon a process-oriented model of mentoring. Four main themes emerged: reciprocal trust, experiential learning, stability and change, and mutual benefit. This study also emphasized numerous critical features of the mentoring relationship. This productive relationship offered a detailed model for doctoral students and faculty members who wish to pursue a similar relationship. This study also contributes to the broader mentoring literature, which has rarely delved simultaneously into mentor and protégé experiences.

Authors

• Joel R Malin, Miami University - Oxford

• Donald G. Hackmann, University of Illinois at Urbana-Champaign