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 |
| 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 |
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