An examination of mentoring practices for university lecturers in scholarly writing
Résumé
This conceptual paper examines mentoring practices aimed at supporting university lecturers in the development of scholarly writing skills. Recognizing that the ability to publish in academic journals is critical to professional growth and institutional contribution, the study explores how mentoring serves as a strategic tool to enhance lecturers' academic writing capacities. Guided by the main research question—"What mentoring practices are employed to support university lecturers in the development of scholarly writing "skills?"—the study adopts a qualitative approach grounded in the interpretive paradigm. Data were collected through an extensive review of existing literature on academic mentorship and scholarly writing support within higher education contexts. Thematic analysis was used to identify key patterns and strategies that characterize effective mentoring relationships, including peer mentoring, writing workshops, structured feedback mechanisms, and institutional support programs. Findings highlight the importance of context-sensitive mentoring practices that address both the technical and emotional aspects of academic writing. The paper concludes by emphasizing the need for universities to institutionalize mentoring frameworks that foster sustainable writing cultures. This study contributes to the broader discourse on academic development and offers insights for policymakers, academic leaders, and faculty development practitioners seeking to enhance scholarly productivity among university lecturers.
Citer ce document
Accès au document
Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter
Voir l'article sur le site de la revueAuteur(s)
Statistiques
Consultations : 1
Téléchargements : 0