ERIC Number: EJ1290040
Record Type: Journal
Publication Date: 2020-Dec
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1755-2273
EISSN: N/A
Multidisciplinary Peer-Mentoring Groups Facilitating Change? A Critical Educational Praxis Perspective
Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v13 n3 p18-40 Dec 2020
This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of "critical education praxis" (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants -- doctoral students and more established scholars -- of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions.
Descriptors: Interdisciplinary Approach, Mentors, Doctoral Students, Peer Groups, Organizational Change, Thinking Skills, Critical Thinking, Student Attitudes, Pilot Projects, Social Justice, College Faculty, Foreign Countries, Attitude Change, Behavior Change, Work Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A