Mentoring social work adjunct educators: A collaborative autoethnography provides a blueprint for support

George W. Turner; Dibya Shree Chhetry; Rohena Round

doi:10.1177/00208728231209473

Mentoring social work adjunct educators: A collaborative autoethnography provides a blueprint for support

George W. Turner
, Dibya Shree Chhetry
, Rohena Round

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	989-1003
Number of pages	15
Journal	International Social Work
Volume	67
Issue number	4
DOIs	https://doi.org/10.1177/00208728231209473
Publication status	Published - Jul 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2023.

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This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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Cite this

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abstract = "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.",

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Mentoring social work adjunct educators: A collaborative autoethnography provides a blueprint for support

Abstract

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