Abstract
Retirees often have a desire to offer meaningful contributions to their academic community after retiring from their academic roles. This article presents findings from a pilot study of a multi-component career development mentorship program conducted in a Canadian post-secondary institution. In the study, retiree faculty served as mentors to faculty members from across the academic career continuum. A Merriam-informed case study approach was used to delineate the study of the multi-component mentorship program, and analysis of the data was informed by established processes for reflexive thematic analysis (TA), a method for systematic analytic engagement with qualitative data to produce themes.
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