Building research capacity in higher education through mentoring professional development: A cross-disciplinary comparative autoethnographic study in the US and Norway

Introduction: Qualitative research has the power to transform disciplines, communities and researchers. In some spaces, qualitative research remains a novel research approach that requires justification and comparison to positivist and traditional research approaches. Mentoring, both in a formal program setting or in an informal capacity building practice, provides opportunities to engage researchers, students, community members and others who are new to qualitative research in methodological professional development across and within disciplines. Mentoring also provides a space in which to craft understandings in the ontological and epistemological underpinnings of qualitative research that can shift attitudes and mindsets around the value and validity of qualitative research by exploring the importance and impacts of qualitative research across and within disciplines. 

Goals and Methods: Using autoethnography coupled with mentee interviews, this presentation will highlight mentoring programs/partnerships focusing on qualitative research capacity building in health science and international education in higher education institutions, one in the US and one in Norway. 

Results: Expected results include the differentiation of didactic and application approaches for creating shifts in understanding qualitative research and the  importance of trust in capacity building efforts.

Conclusions: This work highlights critical components within and across disciplines for introducing qualitative research through mentoring for professional development such as meeting people where they are, small steps for large gains, and embedding practical impacts in theoretical underpinnings in qualitative research and methodology. The aim of this presentation is to highlight how mentoring can create individual, and institutional research culture shifts, for greater understanding of qualitative research paradigms and uptake of qualitative research practices.