Greyling, Wilfred and Du Toit, Pieter (2008) Pursuing a constructivist approach to mentoring in the higher education sector. South African Journal of Higher Education, 22 (5). pp. 957-980. ISSN 1011-3487 
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Official URL: http://ajol.info/index.php/sajhe/article/view/4291...
Abstract or Summary
In this article we argue that Kelly’s construct psychology (Kelly 1955; 1966/2003) provides a useful framework for mentoring in the Higher Education sector in South Africa. Kelly’s notion of constructive alternativism prompts practitioners to adopt a questioning attitude to life in HE; newly appointed academic staff members and their mentors have to be open to new experiences and new constructions of meaning, engaging in a reciprocal relationship typically prompting participants consciously to pursue critical reflection, innovation and transformative learning. We recorded and analysed discursive exchanges (± 130 pages of transcriptions) from two mentor-mentee relationships at the primary author’s institution. We used Kelly’s theory to identify and interrogate a range of work-related constructs. In addition, we applied Hardy, Palmer and Phillips’s discourse-based management model to monitor the outputs of our mentoring. We used Herrmann’s principles of learning style flexibility as an additional awareness-raising tool to promote a holistic approach to the scholarship of mentoring (Herrmann 1996). We conclude the paper with suggestions for mentoring in the HE sector.
|Item Type:||Journal article|
|Keywords that describe the item:||mentoring, personal construct psychology, higher education, discourse-based management, learning style flexibility, transformative learning|
|Subjects:||L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education|
|Divisions:||Schools > Centre for Foundation Studies|
|Deposited On:||23 Apr 2012 04:26|
|Last Modified:||23 Apr 2012 04:26|
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