Applying methodological innovation to explore generativity development among collegiate leadership mentors

Abstract

Purpose: Building upon a larger mixed-methods research agenda, the purpose of this research study was to explore the growth of generativity (i.e., care for the next generation) among college student leaders who mentor, answering the central question “What changes in generativity do college student leaders who mentor associate with their mentoring experience, and why?” and associated sub-question “How does generativity develop among college student leaders who mentor?” Design/methodology/approach: Applying methodological innovation to a phenomenological design, semi-structured interviews were conducted and triangulated with pictorial degree-of-change graphs among 33 collegiate leadership mentors at a large Midwestern U.S. land-grant university. Findings: The findings indicated that senior collegiate leadership mentors overwhelmingly acknowledged sustained generativity increases as a result of mentoring a younger student when given the tools, environment to process, and time needed to develop trusting investment relationships. These increases in generativity were associated with changes in their understanding of generativity, the desire to pass on the knowledge given to them, and growth in both mentor and mentee. Originality: Findings from the current study advance mentoring research and practice through providing a deeper understanding of mentoring as a developmental intervention, informing antecedents of generativity and the utilization of innovative qualitative methodological techniques.