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ERIC Number: ED451768
Record Type: RIE
Publication Date: 2001-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Unraveling the Definitional Threads: Mentoring and Academe.
Mertz, Norma T.
This paper proposes a conceptual framework of mentoring for the academic context that will begin to unravel the confusing and conflicting definitions of mentoring that limit dialogue across disciplinary contexts. Two analytical concepts are suggested as a way to designate the common relationships of role model, advisor, and mentor in academe and to recognize and consider attendant roles. These concepts are "intent" and "involvement." A mentor may do all the things an advisor or role model does, or none of them. What distinguishes a mentor from an advisor is the focus on career advancement. The relationship, which focuses on what proteges bring to the table and what they need to move on to the next level, has a future orientation. Involvement also distinguishes a mentor from an advisor or role model. The role model relationship requires relatively low levels of involvement, the advisor role requires somewhat more, and the mentor role requires relatively high involvement. At any one time, one can be a role model to many, an advisor to some, and mentor to a few. (Contains 38 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).