Abstract
In this article we argue that Kelly’s construct psychology (Kelly 1955; 1966/2003) provides a useful framework for mentoring in the Higher Education sector in South Africa. Kelly’s notion of constructive alternativism prompts practitioners to adopt a questioning attitude to life in HE; newly appointed academic staff members and their mentors have to be open to new experiences and new constructions of meaning, engaging in a reciprocal relationship typically prompting participants consciously topursue critical reflection, innovation and transformative learning.We recorded and analysed discursive exchanges (± 130 pages of transcriptions) from two mentor-mentee relationships at the primary author’s institution. We used Kelly’s theory to identify and interrogate a range of work-related constructs. In addition, we applied Hardy, Palmer and Phillips’s discourse-based management model to monitor the outputs of our mentoring. We used Herrmann’s principles of learning styleflexibility as an additional awareness-raising tool to promote a holistic approach to the scholarship of mentoring (Herrmann 1996). We conclude the article with suggestions for mentoring in the HE sector.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.