Background Literature
Approach
Inverted commas for ‘ reverse mentoring ’ were initially used to critique the term , and evaluation interviews with mentors and mentees explored whether other terms might be more appropriate . students and facilitated a shift in culture away from a student deficit narrative . Reverse mentoring schemes such as Curtis et al .’ s provide unique opportunities for senior leaders to develop cultural literacy ( Salo-Lee , 2007 ).
Background Literature
Mentorship in higher education ( HE ) traditionally involves a process where the mentor , as an experienced person , guides the mentee in developing the knowledge and skills required for their professional career development ( Mackh , 2020 ). This dynamic is not unproblematic . For example , Cross et al .’ s ( 2019 ) systematic review showed barriers to mentoring caused by hierarchical / gender differences in power , whilst Bhopal ’ s ( 2020 ) research into the effect of mentoring on the careers of senior Black and minority ethnic women academics in the UK revealed the lack of a ‘ serious commitment to an equality agenda ’ ( p . 79 ). Therefore , although universities may present a strong rhetoric of equality and diversity , this rhetoric is not necessarily followed by specific and effective policies and procedures .
Reverse mentoring involves exchanging traditional roles of mentor / mentee and eliminating mentorship models based on notions of apprenticeship and hierarchy ( Clarke et al ., 2019 ). This is not a new concept . Jack Welch at General Electric introduced reverse mentoring in 1999 after meeting the leader of a global finance company who relied on younger hires to help him become better acquainted with recent technology ( Laskowski , 2015 ). There is often an expectation that younger employees will have more information technology ( IT ) knowledge and skills – around latest trends in social media , for example – than older members of staff , which can serve as a solution to the ‘ IT generation gap ’, but is this relevant / applicable in universities ? Is it appropriate / ethical to expect students to teach senior leaders how to become more digitally literate ?
Morris ( 2017 , p . 285 ) suggests that reverse mentoring is an ‘ untapped resource ’ in the academy but argues that it needs go beyond technological skills and social media . Notably , Curtis et al .’ s ( 2021 ) recent research with medical students shows how reverse mentoring provided an opportunity to help staff better understand the realities faced by students in underrepresented groups ( low socioeconomic backgrounds , minority groups and members of communities with protected identities ). It also helped them acknowledge the responsibilities they have as staff ( as well as wider faculty and university-level responsibilities ) towards their
Approach
Traditional concepts of mentoring are underpinned by theoretical frameworks based around developmental , learning , and social theories ( Clarke et al ., 2019 ). However , this mentoring scheme was part of a wider initiative exploring how work and organisational psychology concepts can be adapted and applied to enhance student learning gain and employability . Therefore , the theoretical framework here was the job demands-resources model and associated concept of job crafting ( Demerouti , 2014 ), which is about : ( i ) decreasing demands ( where possible ); ( ii ) increasing resources ; and ( iii ) setting challenging but realistic goals . Students were encouraged to think about their studies as a ‘ job ’, and access to senior leaders as an important resource and relationship . Kline ’ s ( 2009 ) Thinking Environment™ , summarised in Table 1 , provided a framework for the mentor-mentee relationship as one of equal thinking partners .
Component Attention
Equality
Ease Appreciation
Encouragement
Feelings
Information
Difference
Incisive questions TM
Attributes
Listening without interruption and with interest
Regarding each other as thinking peers , giving equal time to think
Discarding internal urgency Noticing what is good and saying it
Giving courage to go to the unexplored edge of thinking ,
Welcoming the release of emotion and unexpressed feelings
Full and accurate information and relevant facts
Prioritising diversity of group identities Uncovering untrue limiting assumptions
Place A physical environment that says ‘ you matter ’ Table 1 : Components of a Thinking Environment TM Source : Kline ( no date )
Following ethical approval , BAME students were purposively invited to join the pilot study . The rationale being because the majority of new graduates in non-graduate level employment in many regions of the UK are disproportionately BAME and disabled students . These groups face particular barriers to
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