Carnegie Research Mentoring
Carnegie research mentoring
Carnegie Research Mentoring aims to provide collegiate support for staff to develop their research and scholarly activity. The system operates by matching a mentee with a mentor who has relevant research expertise, skills and interests. The mentor's role is to help the mentee achieve certain objectives in order to progress along the research continuum.
The mentoring relationship can take many different forms, and supports mentees at different stages of their career in a range of ways. For example, mentoring can be useful to new researchers attempting a journal article or presenting a paper at a research conference for the first time. It can provide support in the process of planning and initiating a research activity arising from professional practice. Mentoring can also be fruitful to someone who is organising a research symposium or bidding for research funding. Mentors can also offer guidance and support to researchers who have taken on new leadership roles.
Research Mentoring in Carnegie faculty is an entitlement for all colleagues. Each person is allowed three hours per year for mentoring support; and mentors are assigned three hours per year, per mentee.
Principles of research mentoring
Research mentoring is a mutually beneficial process that provides learning opportunities for both mentor and mentee. The primary aim is to support the on-going research and related activities of the mentee.
Mentoring is an integral part of professional development for all academics.
A research mentor's role is to help the mentee achieve their research goals. Both parties should agree, and periodically review, priorities and a course of action.
Research mentoring is a development opportunity distinct from appraisal and from any other supervisory process, such as those involved in undertaking a PhD or funded research projects. The mentee, however, may wish to take forward issues arising in appraisal during the mentoring process, and vice versa.
The mentoring initiative is sustained and developed by the CaRM Development Team which welcomes new members at any stage throughout the year. Please get in touch with us if you would like to join the team.
Bringing mentors and mentees together
Mentors are drawn from across the faculty. A list of available mentors is regularly updated and can be accessed here.
A research mentor does not necessarily require specialist knowledge of the mentee's specific research area to provide valuable support and guidance.
Mentees can identify a mentor in the following ways:
- Contact any member of the CaRM Team who can help you identify a suitable mentor. The CaRM colleague will then approach the mentor on your behalf.
- Approach a colleague (from the mentor list) directly to invite them to mentor you. If they agree, you should then inform the CaRM Team.
Those interested in being a mentor should contact any member of the CaRM Development Team (listed at the bottom of this page). The CaRM Team may also approach you to request that you become a mentor.
Conducting mentoring meetings
Mentoring meetings occur about three times during the academic year, although more frequent meetings are mutually negotiable. It is helpful to draw up an agenda before each meeting. At the end of the meeting goals should be agreed by both parties. These should be discussed and reviewed again in future meetings. Other forms of contact may develop between meetings, such as corridor/lunch conversations, emails and phone calls. These help to sustain momentum and develop rapport between mentor and mentee.
The mentor/mentee relationship should be reviewed at regular intervals. The review might be time based (annual) or outcome based (taking place once a specific goal has been achieved).
Frequently asked questions
I want to evaluate my teaching and learning. I want to make progress with my research and scholarly activity. I want to start to write. I want to be published. I want a critical friend. I need help with an internal seeding grant or an external research bid.
I have knowledge, skills and experience to offer colleagues in their research development. I am interested in helping colleagues and sharing my knowledge and expertise. The mentoring role would enable me to develop new competencies. The experience expands my CV. I would enjoy it.
For the mentor: a clearer understanding of the contribution I am making to the research community; confidence in my mentoring skills and abilities as a role model; ideas for my own work, etc.
Undertaking a part-time PhD is time consuming and requires sustained periods of undistracted concentration. To engage in the research mentoring process at the same time might prove unhelpful and distract the candidate from PhD-related goals. The supervisory team should be the point of reference for a staff member working on a PhD. However, once the PhD is completed, transferring to CaRM may help colleagues to sustain momentum.
This is very much an individual choice, and may be triggered by the mentee or mentor feeling that it is time to move on.
If you feel you have too many mentees or if the process is taking up substantial periods of time, please speak to a member of the CaRM Team. Some mentees have greater needs than others and make greater demands on your time at different points in time, for example, if they require support during the writing or publication process. It is important that you seek to balance your overall commitments and responsibility. While a maximum of three mentees per mentor is recommended, the decision to work with a new mentee is ultimately a personal one.
Talk to a CaRM team member, and join us in one of the workshops for mentors and mentees.
It has been agreed at faculty level that each member of staff is allowed three hours per year for mentoring support. This is usually allotted to three one-hour mentoring meetings per year. Mentors are allowed three hours per year, per mentee.
Mentoring case studies
Tim Murphy approached Jon Tan in 2008 wanting to talk through his ideas about service-learning and the ways in which learning through experience marked a core element of his teaching and supporting students in their final year of the BA (Hons) Education Studies. Tim had previously become interested in the intersection of learning and public service whilst studying in the United States, where the term 'service-learning' had currency. Entering into a research mentoring arrangement, Jon then supported Tim in securing some internal funding (Carnegie Research Institute seeding grant) with the purpose of bringing Professor Andy Furco, a leading US-based academic in service-learning, to Leeds Beckett University to lead seminars and have meetings with staff.
In addition, the mentoring relationship also identified a useful international conference to which a paper was then submitted. Following on from a successful conference paper presentation in Galway, Tim and Jon (with co-author Christine Allan), were asked to contribute a chapter to Jean Strait & Marybeth Lima’s (2009) publication 'The Future of Service-Learning', and in 2012 Tim & Jon's edited book, 'Service-Learning and Educating in Challenging Contexts: International Perspectives' was published by Continuum.
Kevin chaired the Carnegie Research Institute seminar that Nigel presented, and as part of a writing plan both worked on a book chapter that fell into an area of mutual interest on 'Race', East London and the 2012 Olympics (2009). They then went on to develop the chapter into a peer reviewed journal article for an international journal London 2012: 'Race' Matters, and the East End (IJSPP, 2012). The mentoring relationship has been renewed at the beginning of each year and meetings are informally scheduled approximately four times a year.
Hylton, K. and Morpeth, N. (2009) 'Race', East London and the 2012 Olympics, in I. MacCrury, and G. Poynter (eds) 'Olympic Cities' – 2012 and the Remaking of East London, London: Ashgate.
Hylton, K. and Morpeth, N. D. (2012) London 2012: 'Race' Matters, and the East End, International Journal of Sport Policy and Politics, special issue, The 'Olympic and Paralympic effect' on public policy: use and misuse, 4(2), pp1–18.
Philippa's current research focuses on professional issues relating to the pedagogies, practices and professional experiences relating to Design and Technology (D&T). Philippa approached Jon in 2011 from the position of having D&T expertise and much experience of supporting undergraduate students in Primary Education in their development of knowledge and skills in this curriculum area. Philippa was interested in research but was uncertain as to how to start to build research into her professional profile. Entering into a research mentoring agreement with Jon, Philippa first began by outlining her research ideas/ interests concerning D&T. From this first meeting, Jon then supported Philippa in securing a small amount of funding to enable some data collection and interview transcription to take place. In addition, with Jon's insight into practitioner research approaches, Philippa began to look at how her own practice provided opportunities for data generation, requiring her to view her teaching, assessment and curriculum design through a 'research' lens. Such a re-visioning of what research involves has been very important to Philippa, and with Jon's ongoing support she is currently preparing articles for submission to journals.
Jon Tan – email@example.com
Kevin Hylton – firstname.lastname@example.org
Alex Kenyon – email@example.com
Ivor Timmis – firstname.lastname@example.org
Jon E. C. Tan – email@example.com
Carnegie Research Support Officer
Samantha Sherman– firstname.lastname@example.org