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The Mentoring Cycle: A Qualitative Study On Women’s Cyclical Female Mentoring Experiences

Horstmann, Annika Kristin LU and Zsidó, Zoé LU (2025) MGTN59 20251
Department of Business Administration
Abstract
The phenomenon of cyclical female mentoring, defined as women’s engagement in same gender
mentoring relationships both as a mentee and a mentor, has been underexplored in the mentoring
literature. The purpose of this study is thus to understand how women experience cyclical female
mentoring, with a specific focus on relational, gender-focused, and learning dimensions. To fulfil
this purpose, the study employed a qualitative research design using ten semi-structured,
phenomenological interviews. To analyse our data, we applied a multi-dimensional conceptual
framework that integrated selected concepts from Relational Mentoring Theory, Social Identity
Theory, Transformative Learning Theory, and the Critically Reflexive Practitioner... (More)
The phenomenon of cyclical female mentoring, defined as women’s engagement in same gender
mentoring relationships both as a mentee and a mentor, has been underexplored in the mentoring
literature. The purpose of this study is thus to understand how women experience cyclical female
mentoring, with a specific focus on relational, gender-focused, and learning dimensions. To fulfil
this purpose, the study employed a qualitative research design using ten semi-structured,
phenomenological interviews. To analyse our data, we applied a multi-dimensional conceptual
framework that integrated selected concepts from Relational Mentoring Theory, Social Identity
Theory, Transformative Learning Theory, and the Critically Reflexive Practitioner approach,
enabling us to explore participants’ experiences through relational, identity-based, and
learning-focused lenses.
Our findings illustrate that women experience cyclical female mentoring as a continuous and
holistic learning and developmental process. Relational closeness was influenced by the
compatibility of mentee and mentor. Shared gender identity promoted relatability and role
modelling, while reflection emerged as the core mechanism of learning across roles. Importantly,
experiences in one role were found to meaningfully inform and enrich engagement in the other.
From these findings, three key insights emerged: the centrality of the mentee experience, the
pivotal role of reflection, and the significance of cyclical engagement for holistic learning and
development.
This study introduces the concept of cyclical female mentoring, offering empirical insights into
the fluid mentoring dynamics, and advancing the understanding of mentoring as a relational,
identity-forming, and reflection-driven process shaped by gendered dynamics. We suggest that
future research continues conceptualising mentoring as a relational, reflective, and evolving
process, informed by the lived experiences of individuals navigating both roles, to better
understand its full developmental potential. (Less)
Please use this url to cite or link to this publication:
author
Horstmann, Annika Kristin LU and Zsidó, Zoé LU
supervisor
organization
course
MGTN59 20251
year
type
H1 - Master's Degree (One Year)
subject
keywords
Cyclical Female Mentoring, Relational Mentoring Theory, Social Identity Theory, Transformative Learning Theory, Shared Gender Identity, Reflective Practice
language
English
id
9206264
date added to LUP
2025-06-27 14:13:57
date last changed
2025-06-27 14:13:57
@misc{9206264,
  abstract     = {{The phenomenon of cyclical female mentoring, defined as women’s engagement in same gender
mentoring relationships both as a mentee and a mentor, has been underexplored in the mentoring
literature. The purpose of this study is thus to understand how women experience cyclical female
mentoring, with a specific focus on relational, gender-focused, and learning dimensions. To fulfil
this purpose, the study employed a qualitative research design using ten semi-structured,
phenomenological interviews. To analyse our data, we applied a multi-dimensional conceptual
framework that integrated selected concepts from Relational Mentoring Theory, Social Identity
Theory, Transformative Learning Theory, and the Critically Reflexive Practitioner approach,
enabling us to explore participants’ experiences through relational, identity-based, and
learning-focused lenses.
Our findings illustrate that women experience cyclical female mentoring as a continuous and
holistic learning and developmental process. Relational closeness was influenced by the
compatibility of mentee and mentor. Shared gender identity promoted relatability and role
modelling, while reflection emerged as the core mechanism of learning across roles. Importantly,
experiences in one role were found to meaningfully inform and enrich engagement in the other.
From these findings, three key insights emerged: the centrality of the mentee experience, the
pivotal role of reflection, and the significance of cyclical engagement for holistic learning and
development.
This study introduces the concept of cyclical female mentoring, offering empirical insights into
the fluid mentoring dynamics, and advancing the understanding of mentoring as a relational,
identity-forming, and reflection-driven process shaped by gendered dynamics. We suggest that
future research continues conceptualising mentoring as a relational, reflective, and evolving
process, informed by the lived experiences of individuals navigating both roles, to better
understand its full developmental potential.}},
  author       = {{Horstmann, Annika Kristin and Zsidó, Zoé}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{The Mentoring Cycle: A Qualitative Study On Women’s Cyclical Female Mentoring Experiences}},
  year         = {{2025}},
}