What it takes to be a good mentor in a university: Insights from Professor David Hornsby

In a compelling Mentor Masterclass hosted by Thuso Connect, Professor David Hornsby (above), Vice-Provost and Associate Vice-President: Academic at Carleton University, Canada, delivered a timely and candid address on mentorship in higher education. His remarks, framed around the questions “What it takes to be a good mentor in a university? Why hope, context and discipline all matter?”, resonated strongly with early-career researchers, postgraduate students, and academics in attendance.

Held via MS Teams on 25 September 2025, the session formed part of the ongoing Thuso Connect Mentor Masterclass Series, an initiative of the Advancing Early Career Researchers and Scholars (AECRS) Programme. Professor Hornsby’s message struck a balance between aspiration and realism, urging experienced academics to adopt humility, curiosity, and intentional strategies when guiding younger scholars.

From the outset, Professor Hornsby emphasised that mentoring is not a “one-size-fits-all” endeavour. Rather, it is deeply relational and context-sensitive. “A mentor is not a software you just install and run,” he mused. Instead, he argued, effective mentorship arises when mentors actively engage with the needs, challenges, and aspirations of their mentees.

Professor Hornsby encouraged mentors to resist the urge to “mirror yourself” onto your mentee. “If you try to shape them in your own image,” he warned, “you may kill potential in that person.” He emphasised that mentorship must preserve the individuality and creativity of the protégé, rather than requiring them to follow the same path.

One of his signature phrases during the talk was:

“Be more curious than confident.”

This admonition cuts both ways in that it also invites mentors to remain open to learning from mentees, and to acknowledge that one does not always have all the solutions. Professor Hornsby suggested that deep listening, humility, and transparency are core habits for sustaining long-term mentoring relationships.

Professor Hornsby also confronted some of the sharper tensions that arise in academia such as power dynamics, competing demands, and burnout. He urged mentors to clarify expectations early, to establish boundaries, and to revisit them periodically. “You must not confuse availability with servitude,” he told his audience, adding that mentors should not feel obligated to be perpetually “on call.”

He warned against overcommitment, saying taking on too many mentees or overextending oneself risks diminishing the quality of guidance for all. His advice was to choose relationships where the mentor’s time and energy can have real impact, rather than spreading oneself thin.

Another point he made was that mentoring should not be purely instrumental, for instance, aimed at producing publications or securing grants. However, it should nurture the holistic development of mentees – intellectually, professionally, and personally.

“Mentoring is not about building clones,” he said, “it is about stewarding the person you have in front of you.”

Throughout the masterclass, Professor Hornsby pressed mentors to practise regular reflection. He recommended keeping a mentoring journal, seeking feedback from mentees, and being willing to adjust one’s style or strategy over time. He cautioned against rigid adherence to a “perfect model.”

He observed that sometimes mentors err on the side of being too directive; at other times, they may be too hands-off. A good mentor, he argued, strikes a dynamic balance between guiding and letting go. “You must know when to push and when to back off,” he said. This requires sensitivity, experience – and above all, humility.

Participants in the live session, which attracted over a hundred attendees, responded enthusiastically. Many noted that Professor Hornsby’s reflections echoed challenges in local contexts such as the scarcity of mentorship at many universities, the high demands on senior staff, and the inequalities among mentees with differing levels of preparation.

Watch the October Thuso Connect Mentor Masterclass here

In a South African higher-education environment fraught with resource constraints and competing pressures, Professor Hornsby’s plea for intentional, sustainable mentorship is particularly relevant. The call to be “more curious than confident” might, in many settings, help shift the culture from one of hierarchical gatekeeping to collaborative growth.

As universities across South Africa pursue transformation and capacity building, mentorship remains a key lever for nurturing academic talent. Professor Hornsby’s insights – drawn from lived experiences – offer provocation and practical wisdom for anyone who seeks to guide emerging scholars.

Having spent almost a decade at the University of the Witwatersrand, in South Africa, then moving to the University College London in the United Kingdom for a little over a year and back to his home country, Canada, Professor Hornsby stressed the importance of context in mentoring – understanding what shapes the mentees’ current situations and working with them in pursuit of their aspirations.

In sum, Professor Hornsby framed mentorship not as a litmus test for academic virtue, but as a deliberate, evolving practice rooted in curiosity, respect, and human connection. His parting counsel was simple yet profound, “Seek always to learn, even as you teach.”