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Duoethnography: a mechanism for higher education faculty mentoring


Purpose
New faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue throughout this potentially taxing transition, the authors utilized duoethnography to establish a peer mentorship relationship. The purpose of this paper is to describe how duoethnography can cultivate peer mentorship and further understand the experiences of first-year faculty.


Design/methodology/approach
This qualitative study used duoethnography as a mechanism for peer mentoring for two first-year faculty located within the Midwest and Western regions of the USA. Data sources included an online journal with multiple author entries and e-mail correspondence.


Findings
The analysis revealed that duoethnography was helpful for maintaining peer mentorship for two counselor education faculty, as they critically evaluated their experiences transitioning into higher education through an online journal. Several key moments of mentoring emerged from the data including navigating tenure, holding hope, balancing and finding place.


Research limitations/implications
In this study, the authors found the use of duoethnography to be helpful for peer mentorship as the authors navigated unfamiliar settings and established the professional identities as educators. Future studies utilizing duoethnography for peer mentorship may provide insight into experiences in higher education to support faculty professional development.


Originality/value
Although prior research has examined the experiences of faculty and traditional mentorship, the authors are unaware of research examining the use of duoethnography to establish peer mentorship for new, tenure-track faculty. This manuscript provides higher education faculty a tool for promoting mentorship, critical dialogue, collaboration and transformation through duoethnography.
