Mentorship and Academic Development
Published on 11. March 2026
174 pages
978-1-040-87865-1 (ISBN)
Description
Mentorship of faculty, students and policy makers is at the core of academic development. This book explores several approaches to mentoring and the benefits of mentorship in higher education and in teaching and research.
Mentoring is based on trust and care and building relationships and skills through affinity and empathy. However, mentoring practices in higher education are constantly imperilled by crises, political polarization, technological developments, and economic disparities. This is precisely why it is particularly important and desirable to promote trust as a basis for the development within academic communities through mentoring. The chapters in this volume emphasize the mutual benefits of mentorship for both mentees and mentors, highlighting the importance of trust, reciprocity, and care. The development of a conceptual understanding of mentoring practices as 'eye-to-eye interactions' helps unearth pathways towards building connections that nurture everyone's voice, empowerment and growth.
This book was originally published as a special issue of International Journal for Academic Development.
Mentoring is based on trust and care and building relationships and skills through affinity and empathy. However, mentoring practices in higher education are constantly imperilled by crises, political polarization, technological developments, and economic disparities. This is precisely why it is particularly important and desirable to promote trust as a basis for the development within academic communities through mentoring. The chapters in this volume emphasize the mutual benefits of mentorship for both mentees and mentors, highlighting the importance of trust, reciprocity, and care. The development of a conceptual understanding of mentoring practices as 'eye-to-eye interactions' helps unearth pathways towards building connections that nurture everyone's voice, empowerment and growth.
This book was originally published as a special issue of International Journal for Academic Development.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
File size
14,59 MB
ISBN-13
978-1-040-87865-1 (9781040878651)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Miriam Hansen | Suzanne Le-May Sheffield | Anna Santucci
Mentorship and Academic Development
Book
approx. 03/2026
1st Edition
Routledge
€211.70
Not yet published
Persons
Miriam Hansen is associate professor of educational psychology and Executive Director of the Interdisciplinary College for University Teaching at Goethe-University in Frankfurt, Germany. Her research interests include the role of culture, emotions, and motivation in higher education as well as teaching and learning with AI.
Suzanne Le-May Sheffield is the Director of the Centre for Learning and Teaching, Dalhousie University, Halifax, Nova Scotia, Canada. Her research interests have included graduate student teaching development, educational developer well-being, and informal teaching and learning conversations.
Anna Santucci is associate professor and associate director of the Center of Teaching Excellence, University of Virginia, Charlottesville, USA. Her interests include participatory art pedagogies, intercultural teaching and learning, and academic development for higher education transformation informed by principles of love, hope, equity, justice, co-creation, reflection, agency, and dialogue.
Roeland van der Rijst is a professor of educational sciences and the director of research at the Graduate School of Teaching (ICLON) at Leiden University, The Netherlands. His research focuses on teaching and teacher learning in higher education. He received an honorary fellowship of the Leiden Teachers' Academy for his teaching and is a board member of the Netherlands Research School for Educational Sciences.
Suzanne Le-May Sheffield is the Director of the Centre for Learning and Teaching, Dalhousie University, Halifax, Nova Scotia, Canada. Her research interests have included graduate student teaching development, educational developer well-being, and informal teaching and learning conversations.
Anna Santucci is associate professor and associate director of the Center of Teaching Excellence, University of Virginia, Charlottesville, USA. Her interests include participatory art pedagogies, intercultural teaching and learning, and academic development for higher education transformation informed by principles of love, hope, equity, justice, co-creation, reflection, agency, and dialogue.
Roeland van der Rijst is a professor of educational sciences and the director of research at the Graduate School of Teaching (ICLON) at Leiden University, The Netherlands. His research focuses on teaching and teacher learning in higher education. He received an honorary fellowship of the Leiden Teachers' Academy for his teaching and is a board member of the Netherlands Research School for Educational Sciences.
Content
1. Transcending hierarchies: mentorship as reciprocal growth 2. Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors 3. The role of the facilitator in collective reflection on higher education teaching 4. Students with disabilities mentoring staff: supporting scalable academic development for inclusive education 5. Exploring mentors' perceptions of the benefits and challenges of mentoring in a constellation model 6. Supporting faculty scholarship through a peer writing group: a model and guide for success 7. Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development 8. Group-based journal review: opportunities for researcher development and enjoyment 9. Serendipitous conversations: the 10-year journey in becoming SoTL scholars and educators 10. A Programme for Women achieving Excellence in Research (PoWER): theoretically informed intervention design and evaluation 11. A taught approach to personal tutoring 12. Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching 13. Distributed leadership and peer review: a MOOC exemplar 14. Academics at work: mentoring in research, teaching, and service 15. Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: an analysis of award winning mentors
