Mentoring Experiences in Higher Education: Voices of Early Career Academics (ECAs) at the University of Dar es Salaam, Tanzania

Abstract

Based on phenomenological inquiry, this paper analyses the perspectives and
experiences of early career academics (ECAs) in obtaining mentoring support at the
University of Dar es Salaam (UDSM). Phenomenological focus group discussions and
phenomenological interviews were used to access narrative accounts from 21 ECAs. The
study employed specific and step-by-step idiographic case study data analysis with a
precise focus on the shared experiences of participants. The findings unveil mixed
experiences in obtaining mentoring support among ECAs, the presence of peer
mentoring, and the pivotal role of personal relationship in mentorship practices.
Moreover, it was revealed that limited resources, time, and research projects;
involvement of senior academics in administrative duties; and unequal power relations
between ECAs and senior academics are the potential setbacks for best mentoring
practices. The study recommends an organizational change to institutionalize
mentoring as a career development strategy that should be practised by both ECAs and
senior counterparts.