Mentoring Practices in Advanced Suitability Assessment: Employing a Systemic Approach

The Norwegian Universities and University Colleges Regulations govern suitability assessments (SA) in higher education and apply to 38 specific educational programmes. When there is doubt about a student’s suitability for the chosen profession, supervision is offered in a process that highlights the student’s learning and development. This study aims to contribute to knowledge about mentors’ SA practices. The research question is: What experiences do mentors have with extended supervision in SA processes? The theoretical framework adopted for this study, emphasises a systemic understanding of mentoring. Data were collected through six focus group discussions, and an inductive thematic analysis was performed for each discussion. The findings indicate that mentors often introduced new perspectives in supervision sessions to prompt mentees to reflect on their suitability and professional development. However, this raised questions about the nature of reality and who determines it. Additionally, mentors encountered challenges in their SA practices when mentees: 1) exhibited resistance, 2) had limited self-understanding, 3) lacked the abilities or willingness to think critically, or 4) encountered ethical issues.