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Transforming Mentor Practices and Identity through Structured Research Mentor Training: 'I Am as a Mentor Still under Construction'

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Title: Transforming Mentor Practices and Identity through Structured Research Mentor Training: 'I Am as a Mentor Still under Construction'
Language: English
Authors: Kinga Kaplar-Kodacsy (ORCID 0000-0002-8304-4812), Roger Benton Fillingim, Helga Dorner
Source: International Journal of Mentoring and Coaching in Education. 2026 15(1):1-18.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mentors, Professional Identity, Training, Research Training, Higher Education, Transformative Learning, Self Concept, Social Emotional Learning
Geographic Terms: Florida
DOI: 10.1108/IJMCE-05-2025-0049
ISSN: 2046-6854
2046-6862
Abstract: Purpose: This study examines the impact of structured research mentor training, based on the CIMER programme, on mentors' practices and identities in higher education, focusing on transformative learning as experienced by mentors and observed by mentees (Illeris, 2014). Design/methodology/approach: Semi-structured interviews were conducted with ten Mentor Academy alumni and nine of their mentees. Inductive thematic analysis (Braun and Clarke, 2006) was used to identify broader themes based on participants' insights. Findings: The analysis revealed that research mentor training supported identity development through cognitive, emotional and social learning dimensions (Illeris, 2007). Mentors gained tools and structure, deepened self-awareness, and adopted more intentional, reflective practices. They became more emotionally available and attentive to mentees' needs, while mentees reported feeling valued and supported. Reciprocal learning and community building were central, fostering a growth mindset (Dweck, 2006). Findings also speak to conceptual questions about the nature of mentor identity and its relationship to academic roles. Practical implications: Findings emphasize that structured research mentor training fosters cognitive, emotional, and social learning (Illeris, 2007, 2014). Mentoring should be positioned as a developmental, identity-forming academic practice (McAlpine and Åkerlind, 2010), supported by ongoing reflection and community. Recognizing it as scholarly work can strengthen institutional culture and mentor commitment (Maxwell et al., 2024). Originality/value: Beyond improving mentoring practices, findings highlight mentor training as a site of evolving academic identity. The findings contribute novel insights into the underexplored intersection of research mentoring and identity formation, positioning mentoring not only as a professional skill but also as a dynamic space where academic roles and self-conceptions are redefined.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503231
Database: ERIC
FullText Text:
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IllustrationInfo
Items – Name: Title
  Label: Title
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  Data: Transforming Mentor Practices and Identity through Structured Research Mentor Training: 'I Am as a Mentor Still under Construction'
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  Label: Language
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kinga+Kaplar-Kodacsy%22">Kinga Kaplar-Kodacsy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8304-4812">0000-0002-8304-4812</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roger+Benton+Fillingim%22">Roger Benton Fillingim</searchLink><br /><searchLink fieldCode="AR" term="%22Helga+Dorner%22">Helga Dorner</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mentoring+and+Coaching+in+Education%22"><i>International Journal of Mentoring and Coaching in Education</i></searchLink>. 2026 15(1):1-18.
– Name: Avail
  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
– Name: Pages
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  Data: 18
– Name: DatePubCY
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  Data: 2026
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Training%22">Research Training</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJMCE-05-2025-0049
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-6854<br />2046-6862
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines the impact of structured research mentor training, based on the CIMER programme, on mentors' practices and identities in higher education, focusing on transformative learning as experienced by mentors and observed by mentees (Illeris, 2014). Design/methodology/approach: Semi-structured interviews were conducted with ten Mentor Academy alumni and nine of their mentees. Inductive thematic analysis (Braun and Clarke, 2006) was used to identify broader themes based on participants' insights. Findings: The analysis revealed that research mentor training supported identity development through cognitive, emotional and social learning dimensions (Illeris, 2007). Mentors gained tools and structure, deepened self-awareness, and adopted more intentional, reflective practices. They became more emotionally available and attentive to mentees' needs, while mentees reported feeling valued and supported. Reciprocal learning and community building were central, fostering a growth mindset (Dweck, 2006). Findings also speak to conceptual questions about the nature of mentor identity and its relationship to academic roles. Practical implications: Findings emphasize that structured research mentor training fosters cognitive, emotional, and social learning (Illeris, 2007, 2014). Mentoring should be positioned as a developmental, identity-forming academic practice (McAlpine and Åkerlind, 2010), supported by ongoing reflection and community. Recognizing it as scholarly work can strengthen institutional culture and mentor commitment (Maxwell et al., 2024). Originality/value: Beyond improving mentoring practices, findings highlight mentor training as a site of evolving academic identity. The findings contribute novel insights into the underexplored intersection of research mentoring and identity formation, positioning mentoring not only as a professional skill but also as a dynamic space where academic roles and self-conceptions are redefined.
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  Data: 2026
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  Data: EJ1503231
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503231
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        Value: 10.1108/IJMCE-05-2025-0049
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      – Text: English
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        PageCount: 18
        StartPage: 1
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      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Training
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      – SubjectFull: Research Training
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Transformative Learning
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Florida
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      – TitleFull: Transforming Mentor Practices and Identity through Structured Research Mentor Training: 'I Am as a Mentor Still under Construction'
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              Y: 2026
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