Learning to level up: personal narratives about mentoring for the professoriate during a crisis

Abstract

Purpose: The authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic. Design/methodology/approach: A narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic. Findings: Our data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative. Research limitations/implications: Narrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support. Practical implications: We make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship. Originality/value: Mentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.