The Mentoring Relationship as a Complex Adaptive System: Finding a Model for Our Experience

Abstract

Mentoring theory and practice has evolved significantly during the past 40 years. Early mentoring models were characterized by the top-down flow of information and benefits to the protégé. This framework was reconceptualized as a reciprocal model when scholars realized mentoring was a mutually beneficial process. Recently, in response to rapidly changing organizational and social environments, scholars have explored other models of mentoring such as developmental networks. However, as we, the authors, reflect on our own experience of an informal mentoring process in an academic context we find existing models inadequately describe our experience. The model that best fits our story is a complex adaptive systems (CAS) perspective of the mentoring relationship, and we offer this lens to reconfigure current models.

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

“…This situation could reflect the psychosocial benefits of tutoring and goes beyond the traditional model to the reciprocal model of tutoring (Arbizu et al, 2005;Arco-Tirado et al, 2011;Jeffreys, 2001;Jones & Brown, 2011;Phinney et al, 2011). Diverse authors agree that tutors must create an atmosphere that facilitates learning and offer help against stress conditions, or low self-esteem that could lead to poor learning and academic performance (Evans, Brown, Timmins, & Nicholl, 2007;Gibbons, Dempster, & Moutray, 2008;Mete & Yildirim, 2008).…”

“…The reciprocal model emphasizes the collaborative nature of the tutoring relationship, in this case both tutor and protégé could benefit, and an emotional connection could be created. Finally, although traditional and reciprocal models are the most commonly mentioned in literature, new conceptualizations have emerged such as reverse model, peer tutoring, or the complex adaptive systems that include the role of the university institution or the socio-cultural environment (Jones & Brown, 2011). Crisp and Cruz (2009) proposed a theoretical framework with four latent constructs of tutoring that include psychological and emotional support, support for setting goals and choosing a career path, academic knowledge support, and specification of a role model.…”

“…The traditional model is based on a hierarchical relationship between a tutor and a protégé in which the first transmits knowledge, information, or support to the protégé. This kind of relationship could have several benefits for the protégé such as psychosocial or career-outcome (Crisp & Cruz, 2009;Dorsey & Baker, 2004;Jones & Brown, 2011). The reciprocal model emphasizes the collaborative nature of the tutoring relationship, in this case both tutor and protégé could benefit, and an emotional connection could be created.…”

“…In an attempt to classify the different theoretical frameworks that guide the tutoring, Jones and Brown (2011) distinguished three different models, i.e., the traditional model, the reciprocal model, and the emergent model. The traditional model is based on a hierarchical relationship between a tutor and a protégé in which the first transmits knowledge, information, or support to the protégé.…”

Opiniones de profesores y estudiantes de enfermería respecto al contenido de las tutorías

“…Diversos autores han centrado sus estudios en la orientación que deben tener las tutorías, planteando que estas deberían estar dirigidas hacia aspectos académicos, profesionales y personales (4)(5)(6) . Otros desde una visión más amplia consideran que deberían dirigirse al desarrollo integral -intelectual, profesional y humano-y social de los estudiantes universitarios (7,8) .…”