Conseguir legitimidad: las mentorías como medio para gestionar la transición a un puesto académico distinto

• Irina Lokhtina ^[1]
  1. [1] University of Central Lancashire

     University of Central Lancashire

     Preston District, Reino Unido

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 41, Nº 3, 2018, págs. 598-618
• Idioma: español
• DOI: 10.1080/02103702.2018.1494400
• Títulos paralelos:
  • Gaining legitimacy: mentoring as an avenue to navigate the transition into a new academic workplace
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    En este artículo se debate el desarrollo de académicos que se trasladan entre distintas instituciones de educación superior en las que se encuentran con diversas comunidades. En estas comunidades, los académicos recién incorporados pueden actuar en la periferia en calidad tanto de recién llegados como de académicos con sólidas credenciales que podrían tener un impacto significativo en su participación. Por ello, en el artículo se adopta el concepto de Comunidad de prácticas de Lave y Wenger para tratar de comprender cómo adquieren legitimidad estos académicos, y si las mentorías desempeñan un papel específico en su desarrollo como miembros plenos de dichas comunidades. Basándonos en el análisis de los temas generados a partir de 12 entrevistas semiestructuradas con académicos que han pasado por la experiencia de trasladarse de una institución de educación superior a otra, en el artículo sugerimos que el acceso restringido a un programa de tutelaje podría conducir a estos académicos a cuestionar los beneficios de su estatus y su evolución para convertirse en participantes plenos de esas comunidades. Mediante referencias a distintos ejemplos de programas de mentoría utilizados en otras universidades, en el artículo se demuestra que también entre los académicos más experimentados, las mentorías pueden contribuir a su desarrollo y ofrecer un abanico de ventajas que surgen de un nivel de apoyo elevado.

  • English

    This paper discusses the learning and development experiences of academics who make transitions between higher education institutions involving multiple communities. In these communities, they may act on the periphery as both newcomers and academics with established credentials that may have a significant impact on their participation. In acknowledging this, this paper uses Lave and Wenger’s concept of Community of Practice to better understand how these academics gain their legitimacy, and whether mentoring has a specific role to play in their development into full members of communities. Based on the analysis of the themes generated from 12 in-depth semi-structured interviews with academics who have experienced transitions between higher education institutions, this paper suggests that restricted access to a mentoring programme may lead these academics to question their status benefits and their development into full participants of communities. Referring to the examples of mentoring programmes used in other universities, this paper shows that among experienced academics, mentoring can contribute to their development and provide a range of psychosocial benefits from the increased level of support.

• Referencias bibliográficas
  • Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E., & Lima, L. (2004). Career benefits associatedwith mentoring for protégés: A meta-analysis....
  • Baker, V. L., Pifer, M. J., & Griffin, K. A. (2014). Mentor-protégé fit. International Journal for Researcher Development, 5, 83–98.
  • Barrett, M. S., Ballantyne, J., Harrison, S., & Temmerman, N. (2009, September). On building acommunity of practice: Reflective narratives...
  • Beckett, D., & Hager, P. (2002). Life, work and learning. London: Routledge. BERA (British Educational Research Association). (2011)....
  • Billett, S. (2004). Workplace participatory practices: Conceptualising workplaces as learning environments. The Journal of Workplace Learning,...
  • Billett, S., & Somerville, M. (2004, July). Transformations at work: Identity and learning. Studies in Continuing Education, 26(2), 309–326.
  • Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C., & McAlpine, L. (2015). Mentoring: A review of early-career researcher studies....
  • Boud, D., & Solomon, N. (2003). “I don’t think I am a learner”: Acts of naming learners at work. Journal of Workplace Learning, 15, 326–331.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Busher, H., James, N., Piela, A., & Palmer, A. M. (2014). Transforming marginalised adult learners’ views of themselves: access to higher...
  • Castelló, M., & Iñesta, A. (2012). Texts as artifacts-in-activity: Developing authorial identity and academic voice in writing academic...
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
  • Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge Falmer.
  • Connor, M., & Pokora, J. (2007). Coaching and mentoring at work: Developing effective practice. Maidenhead: Open University Press.
  • Cox, M. D. (2013). The impact of communities of practice in support of early-career academics. International Journal for Academic Development,...
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). London: Sage.
  • Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher...
  • Cross, J. J. (1989, January). A behavioural approach to class and pupil management in the comprehensive school. Educational Psychology in...
  • Cunningham, J., & Hillier, E. (2013). Informal learning in the workplace: Key activities and processes. Education + Training, 55,...
  • Edwards, A. (2005). Let’s get beyond community and practice: The many meaning of learning by participating. Curriculum Journal, 16, 49–65.
  • Ehrich, L., Hansford, B., & Tennant, L. (2004). Formal mentoring programmes in education and other professions: A review of the literature....
  • Engeström, Y. (1991). Developmental work research: Reconstructing expertise through expansive learning. In M. Nurminen, & G. Weir (eds.),...
  • Eraut, M. (2004, July). Informal learning in the workplace. Studies in Continuing Education, 26, 247–273.
  • Fowler, J. L. (2017). Academics at work: Mentoring in research, teaching, and service. International Journal for Academic Development, 22,...
  • Fuller, A. (2007). Critiquing theories of learning and communities of practice, Chapter 2 in. In J. Hughes, N. Jewson, & L. Unwin (eds.),...
  • Fuller, A., & Unwin, L. (2003, December). Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and...
  • Hansman, C. A. (2002). Mentoring: From Athena to the 21st century, Chapter 1. In C. A. Hansman (ed.), Critical perspectives on mentoring:...
  • Harland, T., & Staniforth, D. (2003, May/November). Academic development as academic work. International Journal of Academic Development,...
  • Hemmings, B., Hill, D., & Sharp, J. G. (2013). Critical interactions shaping early academic career development in two higher education...
  • Hodkinson, F. A., Hodkinson, H., & Unwin, L. (2005, February). Learning as peripheral participation in communities of practice: A reassessment...
  • Hughes, J., Jewson, N., & Unwin, L. (2007). Introduction. communities of practice: A contested concept in flux, Chapter 1. In J. Hughes,...
  • Irby, B. J. (2013). Editor’s overview: Defining developmental relationships in mentoring for mentor/mentee dyads, for mentors, and for mentoring...
  • James, N. (2007). The learning trajectories of ‘old-timers’: Academic identities and communities of practice in higher education, Chapter...
  • James, N., Busher, H., & Suttill, B. (2015). We all know why we’re here’: Learning as a community of practice on access to HE courses....
  • Jawitz, J. (2007, April). New academics negotiating communities of practice: Learning to swim with the big fish. Teaching in Higher Education,...
  • Kislov, R., Harvey, G., & Walshe, K. (2011). ‘Collaborations for leadership in applied health research and care: Lessons from the theory...
  • Knight, P. T., & Trowler, P. R. (1999). It takes a village to raise a child: Mentoring and the socialisation of new entrants to the academic...
  • Lave, J., & Wenger, E. (1991). Situated learning - legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Leathwood, C., & Read, B. (2013). Research policy and academic performativity: Compliance, contestation and complicity. Studies in Higher...
  • Leont’ev, A. N. (2009). The Development of Mind. Kettering, OH: Erythrós Press.
  • Lokhtina, I. (2016, July). Promoting academics’ development in multiple communities through creating an ‘expansive’ workplace learning environment...
  • Mathias, H. (2005, November). Mentoring on a programme for new university teachers: A partnership in revitalizing and empowering collegiality....
  • McKinsey, E. (2016). Faculty mentoring undergraduates: The nature, development, and benefits of mentoring relationships. Teaching & Learning...
  • Meghnagi, S. (2004). Work organization, ‘fields of activities’ and workers’ competence: The case of Italian small firms, Chapter 4. In H....
  • Ng, L. L., & Pemberton, J. (2013). Research-based communities of practice in UK higher education. Studies in Higher Education, 38, 1522–1539.
  • Noe, R. A., Greenberger, D. B., & Wang, S. (2002). Mentoring: What we know and where we might go. Research in Personnel and Human Resources...
  • Otten, M. (2009, October). Academicus interculturalis? Negotiating interculturality in academic communities of practice. Intercultural Education,...
  • Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, undergraduate research, and identity development: A conceptual...
  • Pavlov, I. P. (1927). Conditioned Reflexes. An Investigation of Physiological Activity of Cerebral Cortex. Oxford: University Press.
  • Ragins, B. R., & Cotton, J. (1991). Easier said than done: Gender differences in perceived barriers to gaining a mentor. Academy of Management...
  • Ragins, B. R., & Kram, K. E. (2007). The roots and meaning of mentoring. In B. R.
  • Ragins, & K. E. Kram (Eds.), The handbook of mentoring at work: Theory, research, and practice (pp. 3–15). Thousand Oaks, CA: SAGE.
  • Ralph, E., & Walker, K. (2010). Enhancing mentors’ effectiveness: The promise of the adaptive Mentorship© model. McGill Journal of Education,...
  • Roberts, B. (2002). Biographical research. Buckingham, PH: Open University Press.
  • Skinner, B. F. (1974). About behaviorism. New York, NY: Random House, Inc.
  • Sfard, A. (1998, March). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4–13.
  • Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Steward, K., & Walkington, H. (2015). Ten salient practices of undergraduate research...
  • Trowler, P., & Knight, P. T. (2000). Coming to know in higher education: Theorising faculty entry to new work contexts. Higher Education...
  • Tummons, J. (2012, June). Theoretical trajectories within communities of practice in higher education research. Higher Education Research...
  • Tummons, J., & Ingleby, E. (2012, January-March). The problematics of mentoring, and the professional learning of trainee teachers in...
  • Underhill, C. M. (2006). The effectiveness of mentoring programmes in corporate settings: A meta-analytical review of the literature. Journal...
  • Valsan, C., & Sproule, R. (2008, December). The invisible hands behind the student evaluation of teaching: The rise of the new managerial...
  • Viskovic, A. R. (2005). Community of practice’ as a framework for supporting tertiary teachers’ informal workplace learning’. Journal of Vocational...
  • Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Warhurst, R. P. (2008, August). Cigars on the flight-deck’: New lecturers’ participatory learning within workplace communities of practice....
  • Wenger, E. (1998). Communities of Practice: Learning meaning and identity. Cambridge: Cambridge University Press.
  • Wenger, E., White, N., & Smith, J. D. (2009). Digital Habitats: Stewarding technology for communities. Portland, OR: CPsquare.
  • Wiles, R., Crow, G., Heath, S., & Charles, V. (2008, December). The management of confidentiality and anonymity in social research. International...
  • Wilkins, C., Busher, H., Kakos, M., Mohamed, C., & Smith, J. (2012, February). Crossing borders: New teachers co-constructing professional...
  • Yandell, J., & Turvey, A. (2007, August). Standards or communities of practice? Competing models of workplace learning and development....