The intent of this paper is to understand the lived experiences of higher education students engaging in reverse mentoring. A literature review aims to discover how reverse mentoring is being implemented. Reverse mentoring, framed by social exchange theory and leader-member exchange theory, is a method focused on younger generations teaching technology to older generations, such as current-day Millennials with Baby Boomers. This review examines reverse mentoring practices, analyzes what has worked, and seeks to determine if this learning method has a place in the classroom. Due to the segmented, yet evolving application of reverse mentoring, there is a lack of research in environments like education. There is potential to use reverse mentoring as a vehicle to share knowledge, showcase students' work, demonstrate competencies, improve soft skills, develop lasting relationships, and potentially improve recent graduate new hire retention. As a means to understand the essence of and the lived experiences of students in reverse mentoring, interpretative phenomenological analysis-a qualitative research approach-is used to frame student experiences in the reverse mentoring in an educational context.
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
BYU ScholarsArchive Citation
Gubler, Shandon Miles, "Reverse Mentoring in the Classroom: A Qualitative Study" (2019). Theses and Dissertations. 7770.
reverse mentoring, higher education, millennials, pedagogy, student experience