Thesis
Entrepreneurial mentoring as an informal learning process: the influence of context on mentor professional development
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2024
- Thesis identifier
- T17051
- Person Identifier (Local)
- 201884139
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Entrepreneurial mentoring occurs in diverse socio-economic contexts, and its purpose shifts depending on the goals in the dyadic relationship. Mentors need to balance competency, efficiency, and adaptive oriented learning whilst mentoring to effectively support their clients. This thesis explores the role that bridging contextual knowledge gaps play in entrepreneurial mentor informal learning in a new relationship. The study focuses on how mentors initially respond to a new mentee’s context based on the gap between their existing entrepreneurial knowledge and the knowledge required to effectively mentor. It examines how mentors adapt their entrepreneurial knowledge as they bridge contextual knowledge gaps while mentoring. It then considers how learned mentee context shapes the mentor’s professional knowledge and mentorship practice. The findings are based on an interpretivist qualitative research. Data was collected through in-depth semi-structured interviews in formal entrepreneurship mentoring programmes in South Africa. The data collection process involved 26 interviews with 14 mentors and 12 mentees. The participating mentors are professionals in business and entrepreneurship, and the mentees are both opportunity and necessity-driven entrepreneurs. The data collected was manually transcribed and coded, it was analysed and interpreted through robust structural frameworks and tables, aligned to the interpretive approach. The findings reveal that bridging contextual knowledge gaps is a catalyst for various forms of informal entrepreneurial mentor learning (situated, incidental, self-directed, and integrative learning) in a new mentorship relationship. A sequence of entrepreneurial mentor phases underpins the mentor informal learning experience. Entrepreneurial mentors 1) conduct a mentee capability assessment, 2) complete a proficiency self-assessment, 3) formulate contextual suppositions, 4) advise and co-create solutions with the mentee, 5) reflect on mentee advice internalisation, and 6) integrate advanced tacit knowledge in a new mentorship relationship. Mentors subsequently share the advanced tacit knowledge within subsequent mentorship relationships and varied professional contexts. A conceptual framework demonstrates the key findings. The findings elaborate mentoring theory, entrepreneurial context, and informal learning literature.
- Advisor / supervisor
- Mwaura, Samuel
- Sahasranamam, Sreevas
- Resource Type
- DOI
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