How Senior Mentors Sustain Learning in Complex Environments : a Study based on Cynefin, Johari Window and Wicked Learning Environments

Abstract

This thesis explores how mentors sustain learning in a complex environment, focusing on relational, adaptive and emotional mentoring processes. Mentors are continuously challenged by ambiguous feedback and changes in mentee behaviour. This study researches how they interpret and respond to such feedback, recognize their own behavioural patterns and adapt their mentoring approach. Three theoretical frameworks serve as interpretative lens to analyse how complexity, feedback interpretation, self-awareness and wicked environments impact on their mentoring. The study follows an exploratory sequential mixed methods design, combining qualitative interviews with secondary quantitative surveys. The sample is a small but international population of experienced professionals mentoring in a hybrid academic-professional context. A key finding is the emergent theme of learning energy – the emotional stimulation described by mentors as they grow through reflection in interaction. The findings show that mentors learning is not supported by structured reflection but by reciprocity. Mentors complete their sense-making through open dialogue. These insights contribute to research on sustainable leadership and mentoring as a learning opportunity for mentors. The continued professional development of mentors contributes to the objectives of UN Sustainable Development Goal 4 (Quality Education). The revised integrated framework, developed as a product of the study, supports a deeper understanding of mentors’ long-term development and growth.