Source: Mentoring & Tutoring: Partnership in Learning, Volume 18, Issue 4, 2010, p. 405-425.
The current paper elaborates a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship.
The authors examine the importance of storied inquiry in studying mentoring.
In addition, the authors describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process.
Data were collected from written narratives, correspondence, and conversations within a mentorship program.
Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy:
fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia.