The mentoring experiences of professional staff in higher education: evidence from a South African university

Abstract

This study examines how the mentoring experiences of professional staff in a South African university enhance their social integration and professional development. Drawing on social constructivist theory, semi-structured interview were used to gather insights from 41 professional staff. The results reveal that professional staff receive practical training, familiarise themselves with their new job roles, build social networks and, learn the culture of the university when they are mentored. Conversely, professional staff have to develop their own perceptions about the institution’s culture and adopt a painstaking approach to understanding work procedures and policies in the absence of mentoring.

Keywords

• mentoring
• professional staff
• social constructivism
• professional community
• higher education