TY - JOUR
T1 - Mentoring social work adjunct educators
T2 - A collaborative autoethnography provides a blueprint for support
AU - Turner, George W.
AU - Chhetry, Dibya Shree
AU - Round, Rohena
N1 - Publisher Copyright:
© The Author(s) 2023.
PY - 2024/7
Y1 - 2024/7
N2 - Sessional academics are often employed on a part-time, contract basis as casual (e.g. adjunct) teaching staff. Internationally, universities benefit from the expertise and experience of these educational team members. However, there is a lack of research in the literature identifying how to support them. This article attempts to bridge this gap by presenting the mentoring (e.g. faculty development) experiences of three social work educators. Drawing from queer theory, we utilized collaborative autoethnography and inductive analysis resulting in three themes: (1) mentoring building blocks, (2) mentoring blueprint, and (3) mentoring strengths and challenges. Finally, broader implications are discussed.
AB - Sessional academics are often employed on a part-time, contract basis as casual (e.g. adjunct) teaching staff. Internationally, universities benefit from the expertise and experience of these educational team members. However, there is a lack of research in the literature identifying how to support them. This article attempts to bridge this gap by presenting the mentoring (e.g. faculty development) experiences of three social work educators. Drawing from queer theory, we utilized collaborative autoethnography and inductive analysis resulting in three themes: (1) mentoring building blocks, (2) mentoring blueprint, and (3) mentoring strengths and challenges. Finally, broader implications are discussed.
UR - https://hdl.handle.net/1959.7/uws:74187
UR - http://www.scopus.com/inward/record.url?scp=85177547237&partnerID=8YFLogxK
U2 - 10.1177/00208728231209473
DO - 10.1177/00208728231209473
M3 - Article
SN - 0020-8728
VL - 67
SP - 989
EP - 1003
JO - International Social Work
JF - International Social Work
IS - 4
ER -