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An Applied E-Mentoring Model for Academic Development, Reflection, and Growth Christopher C IJ-SoTL, Vol. 13 [2019], No. 2, Art. 6 An Applied E-Mentoring Model for Academic Development, Reflection, and Growth Christopher C. Tisdell1 & Giriraj Singh Shekhawat2 1 The University of New South Wales and The University of Queensland 2 Auckland University of Technology Received 22 August 2018; Accepted 27 March 2019 Effective mentoring brings positive outcomes for mentees, mentors and their organizations. Modern mentoring is developing through employment of technology and thus it is important to better understand these new op- portunities and their limitations. Termed as “e-mentoring”, the field remains under-researched and sub-optimally theorized. In this work we introduce and critically examine an innovative model for mentor-mentee engagement. Termed “DARP”, our model is designed to foster a cycle of reflection for academic development and growth. DARP stands for: Discuss; Archive; Reflect; Prepare. We ground our model in Kolb’s experiential learning cycle and link our theory to practice through discussion of an e-mentoring case study. A key element of our e-mentoring focus is the inclusion of archivable online video-conferencing. We discuss processes and outcomes associated with our e-mentoring journey by drawing on multiple experiences, including: a fellowship application scheme for profes- sional development; a faculty teaching award application; a promotion application; and a tenured academic position. INTRODUCTION and Ridley (2004), then we suggest the form: “e-mentoring is a There is strong and sustained evidence that effective mentor- relationship where technology is employed to enable a more ex- ing is associated with positive personal and career outcomes for perienced person to act as a guide, role model, teacher and spon- mentees and mentors. For example, Johnson and Ridley (2004) sor of a less experienced person”. Indeed, this is the terminology identify desirable elements for mentees from the literature, in- and interpretation that we will use throughout the present work. cluding: accelerated promotion rates and career mobility; en- There are a number of benefits associated with e-mentoring hanced professional identity and competence; improved levels that have been identified within the literature. For example, An of career satisfaction; a sense of greater acceptance within their and Lipscomb (2013) identify efficiencies in time and costs in organization; and decreased job stress. In addition, Johnson and employing e-mentoring over traditional mentoring models, such Ridley (2004) list benefits to mentors identified in the literature, as removing the need to organise, travel to and conduct face- such as: personal satisfaction and fulfilment; career revitalization; to-face meetings. E-mentoring offers the potential for opening recognition by their organization for developing capacity; and the up new avenues to form relationships that could not be done joy of shaping future generations. previously. For example, “Geographical distances and scheduling Furthermore, there are organizational benefits of successful differences no longer become obstacles to engaging in mento- mentoring, including: fostering retention; improving productivi- ring as e-mentors and protégés could be from two completely ty; and developing new leaders. In particular, Amber et al (2016) different organizations, not only different departments within the establish mentoring as an approach that can support the work same geographically proximate organizations” (Single and Single, of academics and their institutions within the higher education 2005). sector. With modern mentoring developing to embed technologi- The term “mentoring” first gained popularity in the 18th cal aspects, it is important to better understand these new op- century (Roberts, 2017) and its origin can be traced back to portunities and their limitations, and to explore which kinds of Homer’s ancient Greek epic poem, The Odyssey. Therein, Men- e-mentoring works best and for whom. Although the literature tor was an individual who, in his old age, was given the role of on e-mentoring has started to increase in recent years (Rowland, advising and guiding King Odysseus’ son, when Odysseus left his 2012), the subject remains under-researched and sub-optimal- palace for the Trojan War (Shea, 1997). In our modern world, it ly theorized, and has been particularly sheltered outside North is recognized that there are a wide range of definitions in the America (Headlam-Wells, 2004). This may be partially due to literature (Clarke, 2015), however, mentoring is essentially a re- cultural and social differences; and partly due to our observa- lationship where a more experienced person (the mentor) acts tion that technology associated with e-mentoring is constantly as a guide, role model, teacher and sponsor of a less experienced evolving, and as it evolves, there is an important need to gain new person (the mentee) (Johnson and Ridley, 2004). insights into the discipline. Rowland (2012) recognizes that the term e-mentoring has Motivated by the above discussion, in this work we intro- several different names, including: tele-mentoring; cyber-mento- duce and critically examine an innovative e-mentoring model for ring; virtual mentoring; and online mentoring. Rowland defines mentor-mentee engagement. We take the position that models e-mentoring as mentoring that primarily uses electronic com- can play an important role in serving as approximations, acting as munications. While communication is certainly a key pillar of a simple guide to summarize and illuminate phenomena. Accord- any relationship, we argue that technology can serve to support ing to Krogerus and Tschappeler (2008), models form powerful and develop the mentor-mentee relationship in additional ways tools because they: simplify; are pragmatic; sum up; visualize; or- beyond communication, including fostering opportunities for re- ganize; and can form methods. flection. Thus we suggest a broadening of the above definition of Termed “DARP”, our model is designed to foster a cycle of e-mentoring that captures this wider perspective. For example, if reflection for academic development and growth. DARP stands we combine this intent with our previous discussions of Johnson for: Discuss; Archive; Reflect; and Prepare. In particular, a key-en- https://doi.org/10.20429/ijsotl.2019.130206 1 e-Mentoring For Academic Development abler and innovative element of our e-mentoring focus is the growth that includes reflection. We will draw on these concepts inclusion of archivable, sharable and streaming online video-con- in later sections. ferencing. This model forms a foundation within an e-mentoring Kolb’s Learning Cycle is a well-known theory, arguing that environment to open up new avenues through synthesizing men- we learn from our experiences (Kolb, 1984). Indeed, Kolb’s view toring, reflection and technology. is that “Learning is the process whereby knowledge is created We discuss various actions and outcomes associated with through the transformation of experience” (Kolb, 1984). In par- our e-mentoring journey by drawing on multiple experiences, ticular, Kolb positions the act of reflection as a core part of such including: learning. Kolb states that learning involves the acquisition of ab- • the Higher Education Research and Development stract concepts that can be applied flexibly in a range of situa- Society of Australasia fellowship application scheme tions. In Kolb’s theory, the impetus for the development of new (FHERDSA); concepts is provided by new experiences. • a faculty teaching award application; Kolb’s cycle can be summarized by: • a promotion application; • A concrete experience • a tenured academic position. • An observation and reflection Our paper is organized as follows: • Formation of abstract concepts In Section 2 we establish reflection as an important element • Testing in new situations. of the mentoring process and, consequently, introduce Kolb’s That is, the learning cycle begins by a person carrying out a task; learning cycle. Section 3 contains our research questions on the person reflects on that experience; and then applies the establishing a model to embed reflection into the e-mentoring learning in a new situation (Jayatilleke & Mackie, 2013). process; and how this can be supported through technology. We establish and defend our research design in Section 4, drawing on RESEARCH QUESTIONS case study research and action research. In Section 5 we intro- Combining our previous discussion on reflection with the im- duce our model, discuss its elements and link it with Kolb’s learn- portance of better understanding the benefits and limitations of ing cycle. We examine a case study in Section 6 regarding the e-mentoring, we introduce the following research questions: FHERDSA program and how archivable video-conferencing was RQ1: What is a model where the design prin- used to support reflection and growth in the academic e-men- toring context. Section 7 contains discussion regarding the im- ciples can embed opportunities for reflection pact of our model, including on the mentee’s career progression, and academic development into the e-men- drawing on multiple sources of evidence, including a promotion, toring process? a teaching award application and a tenured academic position. In RQ2: How can technology facilitate this Section 8 we provide some limitations and share guidelines for those readers who may be interested in experimenting with, or model within an e-mentoring environment? drawing on elements of, our
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