Mentor support systems in a doctoral mentoring program

2020 ◽  
Vol 11 (3) ◽  
pp. 311-327
Author(s):  
Rachel Louise Geesa ◽  
Kat R. McConnell ◽  
Nicholas Patrick Elam ◽  
Ellie Clark
Keyword(s):  
Support Systems ◽  
Doctoral Program ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Full Time ◽  
Content Type ◽  
Group Mentoring ◽  
Mentor Support ◽  
Second Year ◽  
Academic Year

Purpose Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less. Design/methodology/approach Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting. Findings Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format. Research limitations/implications The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree. Originality/value Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

Mentoring programs implementation: differences between group and individual mentoring

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nuria Gisbert-Trejo ◽  
Eneka Albizu ◽  
Jon Landeta ◽  
Pilar Fernández-Ferrín
Keyword(s):  
Human Resource Development ◽  
Group Dynamics ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Content Type ◽  
Group Mentoring ◽  
Beneficial Effects ◽  
Implementation Model ◽  
The Individual

Purpose This article aims to present the differences in implementation between individual mentoring programs (IMPs) and group mentoring programs (GMPs). Design/methodology/approach This exploratory study used semi-structured interviews with 16 experts: mentoring program (MP) coordinators, consultants and mentors. During the interviews, the steps in implementing a mentoring program were reviewed and discussed by practitioners. Findings Based on the interviews and contrasting with the proposed implementation model, the authors compared IMPs and GMPs. The results highlight the role of the GMP coordinators, especially in the selection of mentors, mentees and generating resources that favor the beneficial effects of group dynamics on mentoring processes. Practical implications This model for implementing MPs and the differences identified between IMPs and GMPs provide practical help to program coordinators (PCs) and mentors to deploy MPs by highlighting the relevant aspects. Originality/value Mentoring is a Human Resource Development (HRD) technique whose implementation at the program level needs further deepening for practitioners. This is the first work that emphasizes the differences to be considered in the design and implementation of MPs by taking the individual or group dimension of mentoring.

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anu Tuladhar ◽  
Carin Queener ◽  
Joi-Lynn Mondisa ◽  
Chinedum Okwudire
Keyword(s):  
African American ◽  
Undergraduate Students ◽  
Student Development ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Sample Population ◽  
Mentoring Program ◽  
Content Type ◽  
Informal Community ◽  
Community Spaces

PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

Mentoring.ca: types of mentoring programs featured on Canadian postsecondary education websites

2020 ◽  
Vol 9 (3) ◽  
pp. 279-290
Author(s):  
Kelly Hobson ◽  
Z.W. Taylor
Keyword(s):  
Postsecondary Education ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Content Type ◽  
Program Administrators ◽  
Online Presence ◽  
Shared Information ◽  
Faculty Mentorship ◽  
The University

PurposeNo research to date has explored mentoring programs on Canadian postsecondary institution websites or the kinds of mentoring programs, if any, that are present online. This study examined 96 unique Canadian postsecondary institutional websites and the online presence of 420 unique postsecondary mentoring programs.Design/methodology/approachThe researchers employed content analysis and emergent coding strategies to evaluate mentoring program information published on Canadian postsecondary websites.FindingsThe findings suggest that most mentoring programs with an online presence were peer (student-to-student or faculty-to-faculty) programs, followed by community member-to-student programs. Further, few programs (16) were student-to-faculty oriented, indicating that students could struggle to seek faculty mentorship if they desired it. However, of the 420 programs with an online presence, dozens of programs lacked enough information for the researchers to determine the stakeholders or purpose of the programs.Originality/valueAs the first study of its kind to evaluate mentoring program communication on Canadian postsecondary websites, this work informs mentoring program administrators on how to better communicate what their programs offer. Certain Canadian postsecondary institutions had an online presence for many more programs than did other institutions; for example, the University of Waterloo shared information on their website about 21 unique mentoring programs on its campus, whereas MacEwan University shared information about just two unique programs. This chasm represents a great deal of future research into the practice of how professionals communicate mentoring programs on postsecondary websites.

scholarly journals Can a mentoring program save you money?

2014 ◽  
Vol 27 (2) ◽  
pp. 60-63 ◽  
Author(s):  
Michael A. Crumpton
Keyword(s):  
Cost Analysis ◽  
Design Methodology ◽  
Cost Model ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Content Type ◽  
Benefit Cost Analysis ◽  
Benefit Cost

Purpose – The purpose of this article is to suggest that a benefit-cost analysis should be performed for mentoring activities so as to justify the effort and expense and as a tool for measuring effectiveness. Design/methodology/approach – Pulling from field literature, this article provides some examples of mentoring programs and resources as well as an example for conducting an analysis. Findings – The author feels that applying a cost model to mentoring programs can strengthen their appeal overall. Originality/value – The article and its conclusions are the product of this author and his experiences with such programs.

What makes a good mentor?

2019 ◽  
Vol 27 (7) ◽  
pp. 38-41
Keyword(s):  
Case Studies ◽  
Work Experience ◽  
Reading Time ◽  
Cutting Edge ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Mentoring Program ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This paper explores the characteristics of effective mentors in inter-organizational mentoring. The study finds that work experience, communication and teaching skills, and motivation and commitment to the mentoring program are the mostly highly rated characteristics according to a survey of people who have participated in inter-organizational mentoring programs. Originality The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Self-reflective mentoring: perspectives of peer mentors in an education doctoral program

2019 ◽  
Vol 8 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Kat McConnell ◽  
Rachel Louise Geesa ◽  
Kendra Lowery
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Professional Growth ◽  
Peer Mentoring ◽  
Small Sample ◽  
Public Institution ◽  
Mentoring Program ◽  
Full Time ◽  
Peer Mentors ◽  
Content Type

Purpose The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution. Design/methodology/approach Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors. Findings Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development. Research limitations/implications Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike. Originality/value In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

Talking to the mentees: exploring mentee dispositions prior to the mentoring relationship

2018 ◽  
Vol 7 (4) ◽  
pp. 296-311 ◽  
Author(s):  
Z.W. Taylor ◽  
Victoria G. Black
Keyword(s):  
Reciprocal Relationship ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Program Outcomes ◽  
Content Type ◽  
Non Profit ◽  
For Profit ◽  
Mentoring Relationship ◽  
The Usa ◽  
Peer Community

Purpose The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly which mentee dispositions are valued across mentoring program types, including peer, community-to-student, faculty-to-student and faculty-to-faculty programs. Design/methodology/approach This study employed quantitative content analysis to examine 280 institutional US postsecondary mentoring websites across four different institution types (public, four-year; private, four-year, non-profit; private, four-year, for-profit; public, two-year) and four different mentoring program types (peer or student-to-student, community-to-student, faculty-to-student and faculty-to-faculty programs). Grounded coding strategies were employed to generate these four mentoring program types, supported by extant research (Crisp et al., 2017). Findings Of 280 mentoring programs, 18.6 percent articulated mentee dispositions prior to entering the reciprocal relationship. When mentoring programs did address mentees, most programs articulated mentor duties aligned with mentee expectations (47.5 percent of programs) and program outcomes for mentees (65.7 percent of programs) rather than what the mentee can and should bring into a reciprocal relationship. Research limitations/implications This study is delimited by its sample size and its focus on institutional website content. Future studies should explore how mentoring programs recruit and retain mentees, as well as how website communications address the predispositions and fit of mentees within different types of mentoring programs. Practical implications This study provided evidence that many postsecondary mentoring programs in the USA may not be articulating programmatic expectations of mentees prior to the mentoring relationship. By failing to address mentee predispositions, mentoring programs may not be accurately assessing their mentor’s compatibility with their mentees, potentially leading to unproductive mentoring relationships. Originality/value This study affirms extant research (Black and Taylor, 2017) while connecting mentor- and coaching-focused literature to the discussion of a mentee dispositions scale or measurement akin to Crisp’s (2009) College Student Mentoring Scale and Searby’s (2014) mentoring mindset framework. This study also forwards an exploratory model of mentoring program inputs and outputs, envisioning both mentor and mentee characteristics as fundamental inputs for a mentoring program rather than traditional models that view mentors as inputs and mentee achievements as outputs (Crisp, 2009; Searby, 2014).

scholarly journals Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kat R. McConnell ◽  
Rachel Louise Geesa
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Program Improvement ◽  
Public Institution ◽  
Mentoring Program ◽  
Content Type ◽  
Virtual Mentoring ◽  
Faculty Mentor ◽  
Program Support

PurposeThe purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.Design/methodology/approachData from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.FindingsFour themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.Research limitations/implicationsParticipation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.Originality/valueThis study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.

scholarly journals The Relation Between Mentor-Mentee Relationship and Mentee's Satisfaction: A Survey of Mentoring Program of Tehran University of Medical Science (TUMS)

2019 ◽  
Author(s):  
S Najafinejad ◽  
N Maghbouli
Keyword(s):  
Medical Science ◽  
Cross Sectional Study ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Sectional Study ◽  
Significant Relation ◽  
Cross Sectional ◽  
Significant Difference ◽  
New Students ◽  
Academic Year

Introduction Mentoring programs have been planned and executed in Iran particularly in the field of medicine. This study aims to evaluate mentor-mentee relationship in mentoring program at Faculty of Medicine of Tehran University of Medical Science in the 2017-2018 academic year. Methods: This cross sectional study was conducted on all year one medical student enrolled at TUMS in 2017 who attended in mentoring program as a mentee. Data is collected via self-designed questionnaire. Result: 210 and 180 persons answered the first and second questionnaire respectively. There was no significant relation between gender of mentor-mentee and features of relationship, although male mentees asked their mentors to visit more than female mentees. (P= 0.000, X ²= 17.62). Significant correlation has been seen between mentee's satisfaction of mentor and any different aspect of mentee's improvement, education (r=0.48) and adaptation to academic environment (r= 0.47). There is not a significant difference in mentees satisfaction between mentees who reached their expectations and mentees who did not (p= 0.758, t= 0.449). Conclusion: This study shows that planning for preparing an efficient structure for mentor-mentee relationship is important, and recommends paying more attention to support new students by introducing the mentoring program to them.

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