On Collaborentoring

I might have come up with the term “collaborentoring,” but the idea was sparked by one of my newest departmental colleagues, Christopher Saldaña. During a conversation two years ago, I mentioned that I didn’t think of myself as particularly collaborative since most of my collaborators were my graduate students. Chris pointed out my mentoring is a form of collaboration. That moment—the moment when our own collaborentorship was born—completely shifted my perspective. Since then, I’ve come to appreciate mentoring not just as offering guidance and support, but as building, growing and renegotiating a collaboration.

Before I share some practical insights on collaborentoring, I would be remiss if I didn’t elevate the already well-established research base on mentoring in the field of higher education, largely owing to the impactful contributions of scholars such as Sharon Fries-Britt, Kimberly Griffin, Gloria Crisp, Annie Wofford, Brian Burt and Vicki Baker, among many others. Readers interested in the experiences and impacts of mentoring (for both mentors and mentees) across higher education will find great value in their work. My vantage point for this piece is not one of scholarship, but rather one grounded within sustained, reflective professional and personal growth as a practicing mentor.

Over my two decades in higher education, I’ve mentored early-career colleagues, doctoral students and professional peers. But the title of “mentor” always felt weighty. The inherent power dynamics and high-stakes responsibilities made it challenging for me to fully embrace this label. Over time, I’ve learned that effective mentoring isn’t just about providing guidance—it’s about developing a collaborative relationship that evolves with time. That’s what “collaborentoring” is all about: creating a collaboration where both mentor and mentee actively contribute to the process and grow together. Below I offer some practical ways to embrace collaborentoring, both in mindset and action.

Mentoring as a Collaborative Mentality

Mentoring isn’t just about the mentor dispensing wisdom; it’s about sharing responsibilities toward a common goal. A truly collaborative mindset in mentoring means both mentor and mentee contribute to that shared goal and recognize that each brings valuable knowledge and perspectives to the table. A key factor that facilitates this is transparency about power dynamics. In traditional mentoring relationships, power often resides with the mentor, but effective collaborentoring requires discussing where power lies and how it can shift. Power isn’t inherently bad; it’s how power is used that can make it good or bad.

Using tenure and promotion as an example, the mentor typically holds power through their knowledge of institutional processes and expectations, but collaborentoring requires transparency about this power dynamic. The mentor must acknowledge that while they offer guidance to ensure the mentee’s success, the mentee may bring unique ideas about scholarship or teaching that challenge traditional norms. By discussing how power can shift in the relationship—where the mentor continues to provide strategic advice, but the mentee has the agency to shape their own path—the dynamic becomes more collaborative rather than top-down.

Mentoring as a Collaborative Act

In addition to adopting a collaborative mentality, collaborentoring can be enacted through specific, practical actions:

• Honoring unique strengths, styles and contributions: Just as in any productive collaboration, both mentor and mentee bring unique strengths, styles and contributions to the relationship. For instance, a mentor might be skilled in building professional networks and guiding strategic career decisions, while the mentee brings ideas for innovative projects or fresh approaches to teaching. A mentor’s style might involve structured guidance and support, while a mentee’s approach could prioritize flexibility and experimentation. Celebrating these distinct contributions creates a dynamic exchange that can deepen the relationship. But perhaps even more importantly, embracing these differences as unique strengths opens up possibilities toward leveraging them to strike the most productive balance in collaborentoring.
• Learning from each other: True collaboration thrives on continuous learning from fellow collaborators. While I may offer things for my mentees to learn from, they often challenge my assumptions by introducing new and unexpected ideas that stretch my thinking. This reciprocal exchange encourages collective growth. For instance, a mentee might present a novel research approach or question long-held beliefs, which can prompt me to reconsider my methods or views. This generative interaction allows us both to evolve intellectually and personally by fostering continued curiosity, openness and innovation—essential qualities that define us as higher education researchers and leaders.

• Embracing disagreements and tensions: This is arguably the trickiest part, but disagreements and tensions are inevitable if the collaborentoring relationship is truly meaningful. In these situations, mentors must pause, reflect and then take a proactive, supportive approach. A mentee once shared, with a great deal of vulnerability, how my group mentoring practices didn’t necessarily make them feel that their research was valued as much as that of their peers. I had to admit that was an uncomfortable moment, but that exchange was among my most cherished, as it pushed me to reflect on, and then revise, both my large-vision and nuanced approaches around inclusive mentoring. I did not abandon group mentoring, but rather, I was able to become extra attentive to whose topics and methods were not getting an equitable amount of attention and elevation within and across mentoring sessions. I also learned from that experience that it is crucial for mentors to model vulnerability and openness, sending the message that disagreements are not threats but rather pathways to deeper insights. This also exemplifies a constructive use of power in cultivating a space where all voices are equally valued and heard.
• Renegotiate relationships and dynamics: As mentees progress through academic and professional milestones, it becomes essential to support their transition from a more receiving role to one of greater expertise and independence. Mentorship should evolve alongside this growth; as confidence, skills and expertise develop, the relationship may transform or even conclude for valid reasons. This natural evolution is similar to how collaborations can change or end when goals are met. To facilitate this transition, mentors should name this evolution and encourage mentees to take initiative and engage actively in the changing mentorship dynamic. The shift from a static to a more active role not only benefits mentees but also enriches the mentoring experience for mentors in creating a more sustainable and vibrant dynamic that can lead to new avenues of collaboration. Ultimately, collaborentoring should be a dynamic partnership that adapts to the changing needs and capabilities of both parties.

Since that conversation with Chris two years ago, the idea of collaborentoring has further shaped my approach to mentoring into a more intentional, dynamic, generative partnership. The students and colleagues I have had the privilege to mentor, Chris among them, have been a constant source of community and inspiration in our shared journey. For all the learning and growth that has transpired, I am enormously grateful.