Multi-staged mentoring circles in higher education: a collaborative autoethnography of an online community of practice

Purpose The ambiguous nature of higher education demands workplace mentoring to successfully navigate different stages of one’s career. In contrast to traditional role-specific mentoring programs, this paper argues for the implementation of mentoring circles in which one mentor and a group of multi-staged mentees mentor each other. Design/methodology/approach This study introduces a conceptual framework to support multi-stage career mentoring circles. The paper presents a single case study using collaborative autoethnography to outline a multi-peer, transdisciplinary e-mentoring experience. We describe the concentric mentoring circles approach, examine the roles assumed by doctoral students and early career faculty, and, in light of community of practice theory, frame the experiences as a way for learning to be shared with other mentoring circles. Findings Findings suggest that specific mentoring actions and interactions may be influenced by the social nature of a multi-staged group. Overlapping roles and social connections broadened the knowledge gained from the concentric mentoring circles. Opportunities to work as both peer mentors and peer mentees enriched the mentoring experience. Research limitations/implications Multi-staged e-mentoring practices can support personal and professional growth. Further research using a larger participant sample is recommended. Practical implications Tenets that emerged from this study reveal the value of purpose, focus, organization and experience in a successful mentoring relationship. Originality/value This study presents an innovative revisioning of the mentoring process through concentric mentoring circles. It considers the possibility that the multi-staged group, which encompassed varying levels of practice, including expertise, experiences and interactions, may allow participants to assume multiple roles within a single mentoring program.