Informal peer mentoring in early career researchers. Issue 1 (11th May 2015)

• Record Type: Journal Article
• Authors: Alistair McCulloch, Dr Michelle Yvette Picard, Prof.; Gregoric, Carolyn; Wilson, Annabelle
• Is Part Of: International journal for researcher development. Volume 6:Issue 1(2015)
• Page Start: 40
• Page End: 56
• Publication Date: 2015-05-11
• Subjects: Universities and colleges -- Graduate work -- Periodicals; Education, Higher -- Research -- Periodicals; Research -- Periodicals; 001.4
• DOI: 10.1108/IJRD-08-2014-0020
• Languages: English
• ISSNs: 2048-8696

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – The purpose of this paper is to explore an informal interdisciplinary peer-mentoring relationship between two early career researchers. </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – A case study approach, using autoethnography, was employed to explore the relationship from a complex adaptive systems (CAS) perspective. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – Informal peer-mentoring relationships may improve the work effectiveness and quality of the doctoral student and early career researcher experience. CAS can be an effective overarching theory for expanding understandings about mentoring. </p> </sec> <sec> <title content-type="abstract-heading">Research limitations/implications</title> <p> – This case study is limited to two early career researchers. </p> </sec> <sec> <title content-type="abstract-heading">Practical implications</title> <p> – Informal peer mentoring may help to overcome challenges encountered by doctoral students, early career researchers and university staff members. CAS accounts of mentoring have the potential to open new possibilities for future mentoring research. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – This paper provides unique insights into the experiences of doctoral students postgraduation and a long-term informal peer-mentoring relationship. Explorations of mentoring relationships from a CAS perspective are innovative.</p> </sec> </abstract>