The Meaning of Peer Group Mentoring in the University Context

In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 Academic Pape The meaning o pee g oup men o ing in he uni e si y con ex Te hi Skaniakos ✉ (Uni e si y o Tampe e, Finland) A ja Pii ainen ✉ (Uni e si y o Jy äskylä, Finland) Abs ac Pee men o ing is commonly used o didac ical and lea ning pu poses. In his s udy we examine pee g oup men o ing in he uni e si y con ex . The aim is o p omo e unde s anding o pee g oup men o ing based on a me a-analysis o wo p ima y s udies: eache s uden s and eache g oup u o s. As a esul , h ee co e ca ego ies we e ound: 1) Indi idual’s pa icipa ion in he g oup, 2) P o essional de elopmen wi h o he s and 3) Communi y enabling sha ing and de elopmen . These we e hie a chically o ganized and he e a e c i ical aspec s placed in-be ween he co e ca ego ies. P o essional and pe sonal expe iences in e wine o enhance pa icipan s’ sel -unde s anding and p o essional de elopmen . Keywo ds pee g oup men o ing, highe educa ion, eache educa ion, me a-analysis, phenomenog aphy, A icle his o y Accep ed o publica ion: 16 Janua y 2019 Published online: 01 Feb ua y 2019 © he Au ho (s) Published by Ox o d B ookes Uni e si y In oduc ion Communal aspec s o lea ning ha e been well ecognized in educa ional esea ch. Social heo ies in pa icula ha e emphasized he social con ex and he ole o human in e ac ion and collabo a i e lea ning (Vygo sky, 1930) and lea ning communi ies (Wenge , 1998). The adi ional educa ional con ex o lea ning is buil on eaching g oups. In his espec , highe educa ion is no di e en since he as majo i y o he eaching modes deal wi h g oups o di e en sizes, o en la ge g oups o s uden s (Mul yan-Kyne, 2010; Al bach, Reisbe g & Rumbley 2009). In his a icle we examine he ole o pee g oup men o ing in highe educa ion. The s udied pee g oups a e o med by bo h s uden s and eache s in he con ex s o eache educa ion. The s udy is a syn hesis o he indings o wo p ima y s udies: eache s uden s’ and eache g oup u o s’ concep ions o pee g oup men o ing. The analysis is hus a me a-analysis o wo quali a i e esea ch s udies and he aim is o p omo e unde s anding o pee g oups (Timulak, 2007, 2009). Bo h o he p ima y s udy ma e ials a e expe ience based: he analysis builds on pa icipan s’ pe sonal w i en ex s. The pa icipan s ha e been in ol ed in pee g oup men o ing o a leas 19 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 eigh mon hs, all in a uni e si y con ex . These sepa a ely conduc ed p ima y s udies ha e ocused on he same phenomenon o pee g oup men o ing, bu he con ex s o he wo s udies we e di e en . The esea ch ques ion o his me a-analysis is: Wha does pee g oup men o ing mean in highe educa ion? The heo e ical amewo k is buil on heo ies pee g oup men o ing and small g oups. The wo p ima y s udies we e i s conduc ed sepa a ely as phenomenog aphic analyses. In he cu en s udy we ha e syn hesized hese esul s by u ilizing he me hod o me a-analysis (Fin geld, 2003; Timulak, 2007, 2009). I is no an analy ical echnique i sel , bu a he an app oach, as a esul o which a new syn hesis is o med by in eg a ing p ima y quali a i e esea ch esul s (Sandelowsky & Ba oso, 2007, p. 199). A e y simila app oach has been u ilised by Hökkä and E eläpel o (2014), in which hey based he me a-analysis on ou p e ious s udies, which we e based on he same empi ical da a and in which hey had been in ol ed as esea che s. The me a-analysis hus p o ides wi h a seconda y quali a i e analysis, which enables a mo e comp ehensi e and in-dep h unde s anding o he phenomenon in ques ion. Fo he eache , wo king wi h a g oup o g oups o s uden s is a common eaching o ma ion, howe e , he e is a g ea a ie y o pedagogical choices one can make wi h he g oups, depending on ce ain elemen s, such as class size. The pos cons uc i e heo ies o eaching and lea ning ha e emphasised s uden -cen e edness in o de o engage s uden s in lea ning (Biggs & Tang 2011). Hence he impo ance o g oups becomes e en mo e impo an and an elemen enabling lea ning wi h pee s. Howe e , he phenomenon and po en ial o lea ning and men o ing in pee g oups has no in ol ed a g ea amoun o e idence-based esea ch. The p ima y s udies we e conduc ed in con ex s whe e pee men o ing g oups ha e unc ioned as pa o he educa ional p og amme o o e en yea s. The need o explo e his phenomenon is hus gene al and pa icula in hese speci ic con ex s. Theo e ical ounda ions on pee g oup men o ing When discussing pee g oup men o ing he e a e se e al ela ed concep s, such as pee s, pee lea ning, men o ing, and u o ing. The e m ‘pee ’ e e s o ano he pe son wi h a compa able posi ion as he o he pe sons in ol ed (SunWol , 2008). The awa eness o ‘pee ness’ and eeling o ‘sameness’ can en o ce social suppo wi hin he g oup. In a g oup he membe s should know he common denomina o and eel equals in ega d o a leas one elemen , such as age, backg ound, expe ience, social o o he si ua ion (SunWol , 2008). Pee lea ning and o he collec i e o ms o lea ning ha e become cen al as pa o he shi om he eache / eaching cen e ed owa ds he s uden /lea ning cen e ed pa adigm. The lea ning o he s uden s wi h and om each o he h ough ac i e pa icipa ion which is acili a ed by he eache , has b ough pee in e ac ion in o he ocus o lea ning. The idea i sel is no new; in adul educa ion pee lea ning has been conside ed one o he main ea u es o adul lea ning (Boud, 2001). They emphasise he impo ance o he discussion me hod, and he discussion g oup is a he cen e o lea ning. Communal aspec s and dialogue ha e been emphasised also in c i ical (e.g. F ei e 1970) and eminis pedagogy (e.g. hooks 2003). Ha ing a long adi ion in he his o y o educa ion, pee u o ing and men o ing a e mos commonly used o didac ic and lea ning pu poses, and he ela ed esea ch has also p ima ily ocused on eaching and lea ning opics such as app oaches o s udying and academic ou comes, assessmen , sel -e icacy belie s, de eloping gene ic skills h ough pee eaching (Ashwin, 2003; Boud, Cohen, & Sampson, 2001; Cinici, 2016; S igma 2016). These concep s a e also e y closely ela ed and he e is o en con usion ela ed o hem in he li e a u e (Topping 2005). Pee u o ing is unde s ood as a o m o pee eaching and cha ac e isedby he speci ic ole aking o u o and u ee. I ypically has high ocus on cu iculum con en , he e a e speci ic guidelines o in e ac ion and p o ision o s uc u ed ma e ials, schedule and objec i es (Topping 1996; 2005). Pee men o ing is usually a ela ionship be ween men o and men ee, whe e he men o is senio o 20 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 mo e expe ienced compa ed o he men ee. Jacobi (1991) has iden i ied h ee componen s o he men o ing ela ionship: (a) emo ional and psychological suppo , (b) di ec assis ance wi h ca ee and p o essional de elopmen , and (c) ole modeling. In pee g oup men o ing he adi ional men o ing idea shi s in wo ways. Fi s ly, pee g oup men o ing di e s om a ypical hie a chical men o -men ee ela ionship (e.g. Quinn, Muldoon, & Hollingwo h, 2002; Thomas, Bys ydzienski, & Desai, 2015). The main ea u es o pee g oup men o ing acco ding o K oll (2016) a e dis ibu ion o powe and au ho i y, la ening o hie a chy, inc eased con idence, be e sel -unde s anding, and p o essional de elopmen . The ole o he “men o ” shi s wi hin he g oup, and Huizing (2012) has iden i ied his ype o pee g oup men o ing as “many- o-many-men o ing” (MTMM). Simila ac i i ies ha e been desc ibed as pee men o ing ci cles (Da win & Palme , 2009). Secondly, he cen al aspec in pee g oup men o ing is he g oup. Theo ies on g oups ha e la gely been add essed in he ield o social psychology, and he hemes ocus on g oup p ocesses and g oup dynamics (e.g. Bion 1961). Resea ch on small g oups is howe e ca ied ou in a ious ields and he e a e nume ous app oaches o unde s anding how g oups wo k. Poole, Hollingshead, McG a h, Mo eland and Roh baugh (2005) ha e edi ed a book o comp ehensi e p esen a ions o nine heo e ical pe spec i es om which small g oups ha e been examined: 1) unc ional pe spec i e; 2) social ne wo k pe spec i e 3) social iden i y pe spec i e; 4) symbolic-in e p e i e pe spec i e; 5) con lic -powe -s a us pe spec i e; 6) eminis pe spec i e; 7) psychodynamic pe spec i e; 8) empo al pe spec i e, and 9) e olu iona y pe spec i e. Pee g oup men o ing, o en aking place in g oups, has been an impo an ins uc ional and guidance p ac ice o eshmen a he highe educa ion con ex (Skaniakos, Pen inen, & Lai io, 2014; Hall & Jaugie is, 2011; Hei ds ield, Walke , Walsh, & Wilss, 2008; Mee Lee & Bush, 2003; Rodge & T emblay 2003). I s bene i s ha e been s udied among i s -yea s uden s, especially he suppo and psycho-social unc ion p o iding socio-emo ional and cogni i e suppo , acili a ing he ansi ion o he uni e si y, e en ion, and skills de elopmen (Black & MacKenzie, 2008; B een, D ew, Pike, Pooley & Young 2001; Glase , Hall & Halpe in, 2006; Hol & Lopez, 2014; K ause, 2005; Te ion & Leona d, 2007; Wilcox, Winn & Fy ie-Gaud, 2005). Pee g oup men o ing has been ound o suppo pe sonal and social dimensions o p o essional de elopmen o eache s (Gee ae s, Tynjälä, Heikkinen, Ma kkanen, Pennanen & Gijbels, 2015; Heikkinen, Tynjälä & Jokinen, 2012), o junio acul y membe s in psychia y (Moss, Teshima & Leszcz, 2008) and du ing ca ee changes (Collins, Lewis, S acke & Vande heide, 2014). In ou s udy he phenomenon o pee g oup men o ing e e s o a ce ain kind o unc ionali y, a s uc u e o pee g oups h oughou he educa ional p ocesses, which las o 8-9 mon hs. The g oups wo k as non-hie a chically as possible, sha ing and lea ning om each o he , and he e o e hey a e seen as pee men o ing g oups. This is an impo an elemen in he s uc u e o he p og ammes and has been ecognised as a meaning ul elemen . Howe e , he e has been no esea ch on o e idence o wha his kind o s uc u e means o he g oup and g oup men o ing phenomenon. Pee g oup men o ing in wo educa ional con ex s - he p ima y s udies Resea che s should explici ly jus i y he selec ion o hei esea ch ma e ial in me a-analysis (Timulak 2009). The wo p ima y s udies o eache s uden s’ and eache g oup u o s’ concep ions o pee g oup men o ing we e selec ed because hey ha e bo h ocused on he same phenomenon and he analysis has been conduc ed wi h he same me hodology. Consequen ly, in o de o c ea e a b oade and mo e comp ehensi e pic u e o he phenomenon, his app oach p o ided us wi h a good oppo uni y o a he consis en me a-analysis. 21 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 The i s p ima y s udy in es iga ed he concep ions o eigh eache u o s, who each u o a g oup o eache s uden s in Pedagogical S udies in Adul Educa ion (PSAE). The ma e ial was collec ed in 2011 and he esul s we e published in an a icle Pii ainen and Skaniakos (2014). The second p ima y s udy in es iga ed he concep ions o 65 eache s uden s in Pedagogical S udies in Heal h Sciences Adul Educa ion (PSHSAE) a he Facul y o Spo and Heal h Sciences. The ma e ial o his s udy was collec ed in 2009-2012 and he esul s we e epo ed in Pii ainen (2014). Bo h p og ammes un a he Uni e si y o Jy äskylä, Finland. The p og ammes ha e many simila i ies in hei s uc u e and implemen a ion me hods. PSAE has been unning since 2001. The a ge g oup o PSAE is educa o s wo king wi hin he b oad ield o pedagogy, including eache s a a ious ins i u ions and le els o educa ion. The main pu pose o PSAE has been o p o ide a p og amme o enable eache s al eady wo king in he ield o acqui e pedagogical quali ica ions. The unde pinning o PSAE we e ini ially expe ien ial lea ning heo ies, pa icula ly hose o Kolb (1984) and Mezi ow (1991) (in Malinen, 2000); he aim was o build he p og amme on he basis o he s uden s' own pe sonal expe iences. The eache educa ion p og amme in Pedagogical S udies in Heal h Sciences Adul Educa ion (PSHSAE) is also based on e y simila p inciples o adul lea ning. Bo h p og ammes es on h ee and agogically o med p inciples: pe sonalized lea ning, inqui ing a i ude, and dialogue. All s uden s make pe sonal s udy plans and se goals o hei pe sonal de elopmen a he beginning o hei s udies. S uc u ally bo h p og ams las o one s udy yea (PSAE 8 and PSHAE 9 mon hs) and consis espec i ely o eigh and nine con ac pe iods (4–3 days). In be ween he s uden s do indi idual wo k (lea ning dia ies, book eading) and eaching p ac ice. In he con ac pe iod he e a e expe lec u es and lea ning ac i i ies, hema ic g oups chosen by he s uden s, eading ci cles, and one day when pee g oups o some 8 o 10 s uden s mee o discuss and e lec on aspec s o he s udies. The pee g oup ac i i ies include dialogue and a ious lea ning ac i i ies ela ed o he lea ning dia ies and o he con en s o he s udies. “Talking ounds” is a common p ac ice used in each g oup o begin and close a day. The pa icipan s o he pee g oups p esen ideos o hei eaching in hese home g oups and hey a e discussed oge he . The s uc u es o he p og ammes ha e been isualised in Figu e 1. The e a e se e al ypes o g oups in bo h p og ammes. The basic s uc u e is simila : he main lea ning uni is he lea ning g oup (in g ey), which consis s o 8-12 s uden s ha mee egula ly in e e y con ac session and in- be ween wo k online. In PSHSAE he e a e wo and in PSAE 6-8 lea ning g oups depending on he in ake o he s uden s. The lea ning g oups cons i u e he p ocess g oups, which emain he same h oughou he p og amme and suppo he lea ning p ocess. The g oups a e no igh ly supe ised o led, bu he aim is o os e he eache s uden s’ mu ual sha ing and collabo a i e lea ning. These lea ning g oups a e wha we call pee men o ing g oups. In addi ion, lea ning g oups a e di ided in o wo eading ci cles, which mee a numbe o imes o discuss ele an li e a u e. The lea ning g oups in each p og amme o m he la ge s udy g oup, bo h o which o m he la ge lec u e g oup. In PSHSAE wo lea ning g oups we e s udied (p ima y s udy 1). In PSAE he ocus was di e en . Each lea ning g oup has one eache u o , who wo ks wi h he lea ning g oups, and he u o s o m hei own pee men o ing g oup, which was s udied (p ima y s udy 2). The u o s’ pee men o ing g oup con ened be o e and a e e e y con ac session. The ma e ial o he p ima y s udies consis s o 606 w i en pages (578 by eache s uden s and 28 by pee g oup u o s). The pa icipan s in he i s p ima y s udy we e 65 eache s uden s, who we e chosen o be educa ed in and agogical heal h science eaching and had s a ed hei s udies a he Uni e si y o Jy äskylä in 2009–2012. The da a we e ga he ed by using a lea ning dia y, which was w i en du ing he p ocess and collec ed a he end o he s udies as a po olio. The heme o he lea ning dia y was “ he meaning o he pee g oup in you lea ning”. The pa icipan s in he second s udy we e eigh eache u o s who ha e been wo king o a leas wo yea s as g oup u o s in Pedagogical S udies in Adul Educa ion. The u o s we e app oached and asked o 22 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 w i e one heme ex on wo opics: 1) desc ibe you sel as pa o he eache u o s pee g oup and 2) desc ibe he meaning o he pee g oup o you wo k as a eache u o and o he whole p og amme. Eigh u o s esponded. Figu e 1. The oles o s uden s’ and u o s’ sel -posi ions wi hin he wo pee g oup con ex s in highe educa ion Phenomenog aphic analysis Phenomenog aphy can be used as a me hodological ool o in es iga e indi iduals’ concep ions o di e en hings (Ma on, 1981, 1995; Ma on & Boo h, 2009). Acco ding o Ma on (1981), wo pe spec i es can be dis inguished in he phenomenog aphic s udy o a phenomenon: he i s -o de pe spec i e and he second-o de pe spec i e. In his s udy, he aim is o desc ibe he eali y o pee g oup men o ing om he second-o de pe spec i e in he way ha a speci ic g oup o eache s uden s and pee g oup u o s concei es i . The second o de emphasizes he social and cons uc i e cons uc ion o eali y. Reali y consis s o meaning in e p e a ions and in e p e a i e ules, and he wo ld o concep ions is no mani es ed o an indi idual as such bu h ough he ela ionship ha he indi idual has wi h he wo ld (Uljens, 1996 p.112). In phenomenog aphic s udies, he pa icipan s’ concep ions a e p esen ed in desc ip i e ca ego ies, o en e e ed o as ‘ca ego ies o desc ip ion’ ha illus a e he a ia ion in how he pa icipan s unde s and he phenomenon in ques ion (Åke lind 2005; Ma on and Pong, 2005; Uljens, 1996). The assump ion is ha he ca ego ies a e hie a chical in na u e. In o he wo ds, ca ego ies o concep ions lowe in he hie a chy can be seen as less complex o less de eloped han concep ions highe in he hie a chy (Åke lind, 2008; Ma on and Pong, 2005). The ca ego ies desc ibe he pa icipan s’ concep ions on a collec i e le el, ha is, hey ep esen collec i e human expe ience (Ma on and Boo h, 2009). In he p ima y s udies, phenomenog aphy was used as he analysis me hod in unde s anding he concep ions o pee g oup men o ing. The phenomenon was explo ed om eache s uden s’ and pee g oup u o s’ poin o iew. In he analysis p ocess he indi iduals’ concep ions a e o med in o hemes, a ia ions o hemes and desc ip i e ca ego ies, which desc ibe he pee g oup men o ing phenomenon in eache educa ion. The ca ego ies ha e been iden i ied o be hie a chical, and acco dingly i can be expec ed o emain s uc u ally hie a chical in he new ca ego ies o desc ip ion. (Paakka i, Tynjälä, & Kannas, 2011; Åke lind, 2012). The hemes o p ima y s udy 1 we e he na u e o knowledge and e lec ion, lea ning o each, si ua ion, e hicali y and co-ope a ion (Table 1). The hemes o p ima y s udy 2 we e G ow h as a pee g oup u o , P o ided well-being, App ecia ed belonging and De eloping educa ion (Table 2). Bo h he de ini ions o ca ego ies p o ided in he p ima y s udies and pa adigma ic examples o iden i ied ca ego ies se e as he 23 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 da a o he me as udy (Fin geld, 2003). As a esul , concep ual co e ca ego ies o pee g oup men o ing in adul educa ion we e o med. Va ia ion heo y unc ions as a ame o phenomenog aphic me a-analysis. The main idea is he second o de pe spec i e, when he objec s o he s udy a e he concep ions o he pee g oup men o ing, no only he desc ip ion o he pee g oup (Ma on & Boo h, 2009, p. 119.) Concep ions a e s udied on he basis o he in e p e a ions and unde s anding exp essed by he pa icipan s, while emphasizing hei di e ences, and ela ional and con ex ual na u e (Ma on, 1981, p. 114; Åke lind, 2005). Table 1. P ima y s udy 1: PSHSAE eache s uden s’ hemes, a ia ions o hemes and desc ip ion ca ego ies o pee g oup men o ing Themes Va ia ions o hemes Na u e o knowledge P ac ical knowledge o eaching C i ical knowledge in g oup Embodimen knowledge Na u e o e lec ion Teache s' di e ences O he s as my mi o De eloping in pee -g oup Lea ning o each Own lea ning expe iences o m eaching me hods Teaching wi h o he s Si ua ional eaching Si ua ion C ea e common a mosphe e G oup lea ning space Common space o de elop E hicali y Righ o lea n and each Pee e alua ion o own eaching Sha e esponsibili ies o each and lea n Coope a ion Ask ques ions and lis en o o he s Sha e common language De elop communi y oge he Ca ego ies: I Value o o he ness in pa icipa ion in he pee g oup II O he ness in pee g oup as mi o s o pe sonal eaching III Communi y as he basis o a high quali y educa ion Table 2. P ima y s udy 2: PSAE eache u o s' hemes, a ia ions o hemes and desc ip i e ca ego ies o pee g oup men o ing Themes Va ia ions o hemes G ow h as a pee g oup u o pe sonalized de elopmen de elopmen o pee u o iden i y in a g oup c ea ing new ideas as a pee g oup u o P o ided well- being belonging in a g oup suppo in demanding pee u o ing g oup as a mi o o own wo k own wo k as pa o wide educa ional con ex App ecia ed Belonging equali y c ea ing secu i y dialogue based on dissimila i y us in g oup membe s collabo a i e c i ical inqui y De eloping Educa ion commi men o de elop educa ion s uden s’ good as a common aim conce ned wi h he quali y o pee u o ing possibili y o de elop educa ion Ca ego ies: I Pa icipa ion in he pee g oup men o ing II Pee g oup men o ing as mi o and suppo III Communi y as he basis o high-quali y educa ion IV Inqui ing communi y de eloping educa ion The analysis is wo- old. In he i s phase, bo h o he p ima y s udies we e conduc ed acco ding o a simila p ocedu e. The ex s we e sc u inized and all concep ions ela ed o he pee g oup phenomenon we e iden i ied. The ecognisable ideas we e iden i ied and g ouped in o hemes based on simila i ies. As he analysis deepened, he eme ging hemes s a ed o o m a sys ema ic cons uc ion, in which he hemes we e embedded one wi hin he o he when mo ing on o he nex hie a chical le els. The p ocedu e included i s , iden i ying he concep ions om he ex s and o ganizing hem in o hemes, which we e named. Then we looked o he inne ela ions o hese hemes, i.e. he a ia ions o he hemes (Tables 1 and 2). In he second phase he a ia ions o he hemes o med he ca ego ies o desc ip ion. The a ia ions o he hemes o med hei own hie a chy, in which he i s le el a ia ions o m Ca ego y I and answe he ques ions ela ed o he c i ical aspec s o he pee g oups. This o ms he basis o he nex le el ca ego ies. Each new ca ego y widens he pe spec i e o he phenomenon (Åke lind, 2012). The di e en ma e ials in he p ima y s udies p oduced di e en esul s in he o de and s uc u e o hemes, a ia ion o hemes and desc ip i e ca ego ies, as seen in ables 1 and 2. Howe e , hey exp ess simila aspec s o he phenomenon o he pee g oup men o ing. In his sec ion we ha e desc ibed he p ima y s udies om which we e ex ac ed he eache s uden s’ and pee g oup u o s’ concep ions o pee g oup men o ing. The ca ego es exp ess he 24 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 esul s and ou comes o he pee g oup men o ing ac i i y a he le el o he phenomenon. In he ollowing we a e going o concen a e on he nex le el o analysis in o de o build a mo e in-dep h unde s anding o he pee g oup men o ing. Me a-analysis o he p ima y s udies In he analysis he ocus has been on c ea ing a mo e comp ehensi e pe spec i e on he phenomenon s udied h ough in eg a ion o he indings om p e ious s udies (Fin geld, 2003; Timulak, 2007, 2009). Me a-analysis is no a sys ema ic e iew o he li e a u e o o he ex s, (Sch eibe , C ooks & S e n, 1997; She wood, 1999) no he colla ing (i.e. codi ying) o esea ch indings (She wood, 1997). The goal is o iden i y a de ailed desc ip ion o a phenomenon and o iden i y i s cen al ea u es o co e concep ions (Timulak, 2007), in eg a ing indings om p e ious s udies and ans o ming hem in o a whole, in o de o ob ain a mo e comp ehensi e unde s anding o he phenomenon (Ba oso & Powel-Cope, 2000; Sch eibe , C ooks, & S e n, 1997, p. 314; Timulak, 2007, p. 305; Timulak 2009). The analysis p ocess can be di ided in o ou phases: 1. Going back o he concep ions iden i ied in he p ima y s udies 2. Clus e ing concep ions and naming hem as basic concep s 3. C ea ing hie a chical a ia ions o he basic concep s wi hin each basic concep 4. Naming he hie a chical a ia ion ca ego ies o he basic concep s as he new co e ca ego ies o pee g oup phenomena In he desc ip ion o me a-analysis by Timulak (2007) he analysis esul s in co e concep ions. Usually, a new hie a chy o hese concep ions is no c ea ed, because he ex s and s udies unde analysis can a y a g ea deal in ma e ials and me hods (Timulak 2009). Howe e , as we p oceeded wi h he analysis we disco e ed ha as he p ima y s udies on he same me hod we e analyzed, he hie a chy s a ed o appea and i seemed necessa y o ake i in o conside a ion. We s a ed wi h he concep ions iden i ied om he p ima y s udies. These we e clus e ed in o g oups ha we e iden i ied as basic concep s. The hemes a e common o bo h s udies, and e en hough hey a e mani es ed di e en ly, hey o med he hie a chically o ganized concep ions o pee g oup men o ing, ha is, he a ia ions o basic concep s. Each le el o he a ia ion o he basic concep s o ms one co e ca ego y. Co e ca ego ies a e always hie a chical and he e o e he analysis mus p oceed om he i s le el o he basic concep s o he las , wi h a new le el always based on he p e ious ones. The i s le el o he me a-analysis was hus he o ma ion o he new basic concep s desc ibing he pee g oup men o ing phenomenon in highe educa ion (Table 3). The e a e no iden ical concep s in his me a-analysis compa ed o he hemes in he p ima y s udies. E e y basic concep includes hemes om bo h ea lie s udies. Table 3. Pee g oup men o ing phenomenon in a eache educa ion con ex Basic concep s Va ia ion o he basic concep s 1. Being in he g oup Secu i y and belonging Suppo ing and equal a mosphe e & space Sha ing dialogue 2. O he ness in he g oup O he s as mi o s O he s as di e si y 3. C i ical a i ude Collabo a i e c i ical inqui y C i ical knowledge cons uc ion in he g oup 4. P o essional de elopmen Pe sonalisa ion and iden i y Pe sonal p o essional de elopmen Sha ed p o essional de elopmen 5. De eloping educa ional p og amme Commi men and possibili y o de elop educa ion in common space De elopmen o pee g oup ac i i ies Teache educa ion communi y de elopmen Co e ca ego ies: 1. Indi idual’s pa icipa ion in he g oup 2. P o essional de elopmen wi h o he s 3. Communi y enabling sha ing and de elopmen 25 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 As a esul o he analysis h ee co e ca ego ies o pee g oup men o ing phenomenon we e ound: 1) Indi idual’s pa icipa ion in he g oup, 2) P o essional de elopmen wi h o he s, and 3) Communi y enabling sha ing and de elopmen . Ca ego y 1: Indi idual’s pa icipa ion in he g oup The i s co e ca ego y o ms he na owes le el in he hie a chy o he ca ego ies. I desc ibes he pe sonal le el o indi idual being, belonging and pa icipa ing in a g oup. Fou o he i e basic concep s appea in his ca ego y, bu i ailed o include c i ical a i ude. The le el o he i s basic concep (being in he g oup) in his co e ca ego y is abou secu i y and belonging as a membe o he g oup. A e ha i is possible o a ain he le el o he nex basic concep , o he ness in he g oup. This e e s o he g oup whe e o he s a e mi o s o my own e lec ion, how “I” look in ela ion o o he s. The hi d basic concep o one’s own p o essional de elopmen is mani es ed he e as one’s own pe sonali y and iden i y, s ill ocusing on he pe sonal le el and o mula ing he le el o he sel . In he p ima y s udies he e was a di e ence in his espec . Wi hin p o essional de elopmen he eache s uden s’ concep ions we e mo e ocused on eaching ac i i ies, whe eas he eache u o s’ ocus was on g oup counselling. The ou h and las basic concep (de eloping educa ional p og am) ep esen s o he eache u o s’ he indi idual's commi men o he g oup and he possibili y o de elop he educa ional p og am, and a common space o de elop educa ion o eache s uden s. The i s co e ca ego y desc ibes he indi idual's ole and pa icipa ion in he g oup, whe e he sel is e lec ed upon he o he membe s o he g oup. The e o e main pu pose o he pee men o ing g oup is o suppo sel hood. Ca ego y 2: P o essional de elopmen wi h o he s The second co e ca ego y, p o essional de elopmen wi h o he s, widens he i s co e ca ego y and hus b oadens ou unde s anding o he pee g oup phenomenon. This co e ca ego y mani es s i sel in all basic concep s. The di e ence in compa ison o he i s co e ca ego y is he change in he ela ionship o he sel and o he s. The g oup becomes abou “us”, wi h “we” as indi iduals all con ibu ing o he ac i i ies. In his ca ego y he i s le el basic concep is de eloped om secu i y and belonging in o he c ea ion o an a mosphe e ha ea s g oup membe s equally and is suppo i e. The o he s a e no longe jus mi o s, hey become a esou ce, in which he di e si y o di e en indi iduals is seen as a posi i e aspec . A c i ical a i ude appea s in his co e ca ego y o he i s ime. I is de ined as collabo a i e c i ical inqui y, meaning ha he g oup membe s a e able o s udy and openly in es iga e opics oge he in he g oup h ough dialogue o o he wo king me hods. The basic concep o p o essional de elopmen has g own om he indi idual pe spec i e o pe sonaliza ion and iden i y in o pe sonal p o essional de elopmen . He e he ocus is on g ow h as a eache o eache u o along p o essional dimensions, how o be a eache , how o become a be e eache and lea n wha is new. The las basic concep , de eloping he educa ional p og am, ex ends om pe sonal commi men and oppo uni y o de eloping pee g oup ac i i ies oge he . One ge s ideas om o he s, and hey a e sha ed wi h each o he in he g oup. Educa ional le el is emphasized in he s udy o he eache u o s. The main idea o he second co e ca ego y has shi ed om he sel in he i s ca ego y o he g oup as a space whe e indi iduals wo k oge he , and o he s exis as equally impo an membe s o he g oup. Howe e , he main ole o he o he s emains o suppo pe sonal de elopmen , bu a he same ime de elopmen is no possible wi hou he o he s. The ole o he men o ing g oup is mo e p o essionally o ien ed han exis en ially o ien ed. 26 In e na ional Jou nal o E idence Based Coaching and Men o ing 2019, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730 Ca ego y 3: Communi y enabling sha ing and de elopmen The hi d co e ca ego y is he b oades and, acco dingly, i includes he wo p e ious ones. All o he basic concep s a e ex ended excep o o he ness in he g oup, which implies ha he signi icance o he sel -o he dema ca ion diminishes and ha sha ing and oge he ness become mo e impo an . The i s basic concep o being in he g oup shi s om secu i y and belonging and equal and suppo i e space o a sha ing dialogue, in which he pa icipa ion o each indi idual is impo an . The basic concep o c i ical a i ude appea s as a collabo a i e inqui y and i g ows in o c i ical knowledge cons uc ion in he g oup. The in es iga ion is aken o he nex le el by c ea ing new unde s anding and knowledge o he sha ed opic. In addi ion, p o essional de elopmen akes he nex s ep in o sha ed p o essional de elopmen , whe e he g ow h o onesel o o he s in his dimension would no be possible wi hou he g oup. Fo eache s uden s i is he pla o m o he g ow h o hei u u e eaching p o ession whe eas he eache u o s de elop hei cu en wo k and p o ession in his con ex . The basic concep o de eloping he educa ional p og amme has shi ed om commi men o and possibili y o de eloping educa ion and pee g oup ac i i ies owa ds de eloping eache educa ion as a communi y. Teache u o s ocus on he quali y o g oup u o ing and he whole educa ional p og am. In his co e ca ego y he men o ing g oup is al eady wo king oge he as a communi y, and he discussions include sha ed dialogue. The g oup is de eloping on he basis o c i ically cons uc ed knowledge. Teache s’ p o essional de elopmen is sha ed and i expands o he sphe es o eache educa ion and wo k quali y, which is seen as a sha ed ask. The le els o “sel ” and “o he ” ade ou and he eache educa ion con ex becomes sha ed and i can be ela ed o o he , simila o e en b oade con ex s. C i ical aspec s o he pee g oup phenomenon In phenomenog aphy c i ical aspec s a e pa o expanding he unde s anding o he phenomenon. The co e ca ego ies a e hie a chically o ganized and he c i ical aspec s a e placed in-be ween he co e ca ego ies, a p econdi ion o he nex ca ego y ( igu e 2). Figu e 2. Hie a chically o ganized co e ca ego ies o he phenomenon o pee g oups and c i ical aspec s expanding he ca ego ies 27