This study represents a shift in focus with regard to studies related to mentorship. It endeavours to go beyond documenting the prevalence of mentorship to understanding the experiences of mentors and factors that encourage participation in mentorship programmes. The purpose of this study was to describe and understand the experiences of mentors during the implementation of a mentorship programme at a Higher Education Institution (HEI). The purpose of this study, has guided the following two questions for the current study: <ul> <li> How do mentors experience the implementation of a mentorship programme?</li> <li> How can the understanding of such experiences inform theory on mentorship programmes in Higher Education Institutions?</li> </ul> I made use of a case study research design. Four participants were purposively selected for this study based on their potential to provide data relevant for the study as they were part of the recently ended mentorship programme. Data was collected over a period of a week by means of semi-structured interviews and reflections. In this study I made use of qualitative approach, and a thematic method of analysis was used for identifying, analysing and reporting themes. The results of the study indicated the following results: <ul> <li> Mentors had a general definition of their mentorship experiences as personal life event(s).</li> <li> When mentorship was viewed as a personal life event, it was found to have an emotional aspect which creates a platform for learning and development.</li> <li> Positive experiences, as mentioned by participants in this study, included an opportunity for personal growth and development, how mentors and mentees benefited from being part of the mentorship programme, and positive relationships between mentors and their mentees.</li> <li> Negative experiences referred to by participants included difficulties of correspondence between mentors and mentees, lack of mentee attendance at mentorship meetings, gender and racial issues and mentors' uncertainties about what to do in the programme and feeling a lack of guidance.</li> <li> Decisions regarding exclusion and inclusion criteria of mentees into the programme, support from mentorship supervisors and finding mentors who demonstrate good qualities were identified as challenges in mentorship implementation.</li> </ul> / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/30468 |
| Date | 20 December 2011 |
| Creators | Tsebe, Aubrey Tebogo |
| Contributors | Dr C Lubbe-De Beer, tebogo.tsebe@up.ac.za |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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