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Beyond a definition: toward a framework for designing and specifying mentoring models

Dawson,P 2014, Beyond a definition: toward a framework for designing and specifying mentoring models, Educational researcher, vol. 43, no. 3, pp. 137-145, doi: 10.3102/0013189X14528751.

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Title Beyond a definition: toward a framework for designing and specifying mentoring models
Author(s) Dawson,PORCID iD for Dawson,P orcid.org/0000-0002-4513-8287
Journal name Educational researcher
Volume number 43
Issue number 3
Start page 137
End page 145
Total pages 9
Publisher Sage
Place of publication London, Eng.
Publication date 2014-04
ISSN 0013-189X
1935-102X
Keyword(s) case studies
collaboration
definition
design
descriptive analysis
higher education
mentoring
model
qualitative research
Summary More than three decades of mentoring research has yet to converge on a unifying definition of mentoring; this is unsurprising given the diversity of relationships classified as mentoring. This article advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature and tested through specification of two different mentoring models from higher education contexts. This framework provides researchers and practitioners with a detailed yet concise method of communicating exactly what they mean when using the word mentoring; it may also act as a useful set of prompts for educators designing new mentoring interventions.
Language eng
DOI 10.3102/0013189X14528751
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, SAGE Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070541

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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