The intent of this paper is to understand the lived experiences of higher education students engaging in reverse mentoring. A literature review aims to discover how reverse mentoring is being implemented. Reverse mentoring, framed by social exchange theory and leader-member exchange theory, is a method focused on younger generations teaching technology to older generations, such as current-day Millennials with Baby Boomers. This review examines reverse mentoring practices, analyzes what has worked, and seeks to determine if this learning method has a place in the classroom. Due to the segmented, yet evolving application of reverse mentoring, there is a lack of research in environments like education. There is potential to use reverse mentoring as a vehicle to share knowledge, showcase students' work, demonstrate competencies, improve soft skills, develop lasting relationships, and potentially improve recent graduate new hire retention. As a means to understand the essence of and the lived experiences of students in reverse mentoring, interpretative phenomenological analysis-a qualitative research approach-is used to frame student experiences in the reverse mentoring in an educational context.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-8770 |
| Date | 01 December 2019 |
| Creators | Gubler, Shandon Miles |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
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