scholarly journals Onboarding The Faculty: A Model For Win-Win Mentoring

2014 ◽  
Vol 8 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Susan Eisner
Keyword(s):  
Higher Education ◽  
Career Success ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
Secondary Literature ◽  
Academic Settings ◽  
Regional College ◽  
Education Academic ◽  
Workplace Setting

Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are consistent with those of mentoring programs interested in optimizing performance and satisfaction of new entrants in any workplace setting, and the reviewed secondary literature establishes and indicates the transferability of FMP core planks to other workplace settings. The phases used to operationalize, assess, and revise that FMP are reported along with strategies used to optimize its reception, impact, and outcomes should that be helpful to those considering if such a construct might be beneficial to pursue in their own settings.

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.

Mentoring for Quality Enhancement and Fostering Industry-Ready Graduates in Higher Education

2020 ◽  
pp. 263-286
Author(s):  
Rajka Presbury ◽  
Madalyn A. Scerri
Keyword(s):  
Higher Education ◽  
Single Case ◽  
Higher Education Institutions ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
Hotel Management ◽  
Self Reflection ◽  
Blue Mountains

Mentoring programs play a valuable role in higher education. Formal mentoring processes and relationships increase the overall perceived quality of an educational program and the professional success of new hotel management graduates. To evaluate an established mentoring program in higher education, a single case study of the Blue Mountains International Hotel Management School at Torrens University Australia (BMIHMS @TUA) was developed and that is presented and discussed in this chapter. The evaluation of the mentoring program found that mentoring relationships enable mentees to build knowledge and skills, develop networking opportunities, build confidence, and gain self-reflection abilities. The chapter offers insights and recommendations for higher education institutions to consider when setting up mentoring programs. The knowledge gained through this research will assist higher education institutions to better prepare students for a transition to work through mentoring whilst enhancing the quality of educational courses.

scholarly journals Measurement of Mentoring Program Outcomes

2020 ◽  
Author(s):  
Mark Douglas Morgan
Keyword(s):  
Mixed Methods ◽  
Employee Engagement ◽  
Career Success ◽  
Quantitative Methods ◽  
Qualitative Studies ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Program Outcomes ◽  
Personal Learning ◽  
Professional Exposure

The purpose of this research study was to investigate how mentoring is measured and assessed in the workplace by reviewing and synthesizing qualitative, quantitative and mixed methods studies that appear in the professional literature. Mentoring programs are common practice in the workplace. The one-on-one nature of a formal mentoring program creates outcomes that benefit the protégé throughout their career in three ways: onboarding, retention at an organization, and career advancement. However, mentoring programs are expensive, both in terms of direct monetary cost and the time it takes to complete the tasks associated with mentoring, making measurement of outcomes critical for organizations. The primary question of this study was: how do organizations assess the outcomes of mentoring programs? There were three sub-questions that will provide the details to the primary question: what are the assessed outcomes of mentoring programs; what quantitative measures and scales do organizations use to assess mentoring programs; how do organizations qualitatively assess mentoring programs? The study was conducted using a systematic multiple studies review (MSR) to answer the research questions. The researcher followed the seven steps of the MSR process as outlined by Petticrew and Roberts (2006). The researcher used the systematic process to narrow an initial search result of 4,795 articles down to the final twenty which included qualitative, quantitative and mixed methods research written between 2012 and 2018 about outcomes of participants in formal mentor programs in the business environment. The key results found during this study were that organizations have measured mentor program outcomes by focusing on seven key themes: career resilience, career success, employee engagement, mutual development, personal learning, protégé satisfaction and professional exposure. Of those themes, the most measured outcome themes by quantitative methods were career success, professional exposure and personal learning. Qualitative assessment in the studies used in this MSR focused on career success and mutual development. Fifteen of the seventeen qualitative studies in this MSR measured outcomes of mentoring by survey of the protégé and/or mentor. The remaining two qualitative studies measured outcomes by extant data. Both qualitative studies assessed mentoring outcomes via interview. The mixed methods study used both interview and survey. The desired benefits and the expense of formal mentoring programs show the importance of evaluating the outcomes. This MSR shows that mentoring can be evaluated successfully using quantitative methods, especially by survey, and qualitatively, especially by interview. When determining what to evaluate, an organization needs to consider which outcomes to focus on then align their study to those specific themes, as the studies in this MSR have modeled. Rather than focusing on only the quality of the mentoring experience or satisfaction with mentoring, evaluation should focus tying the mentoring experience to outcomes like job satisfaction, level of employee engagement, and adjustment to new job environments to show the organizational impact of a formal mentor program.

Culturally Responsive Mentoring Programs

2021 ◽  
pp. 139-148
Author(s):  
John E. Queener ◽  
Bridgie A. Ford
Keyword(s):  
Higher Education ◽  
African American ◽  
Graduation Rates ◽  
African American Males ◽  
Culturally Responsive ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Predominately White ◽  
White Institution ◽  
Retention And Graduation Rates

Postsecondary education and training are deemed essential in today's and future job markets. Thus, the lower entry rates into and lower graduation rates from higher education by African American males place them in a long-term crisis economically and socially. Mentoring is strongly recommended as a significant component of comprehensive strategies to improve the retention and graduation rates of African American males. Research reveals that successful retention programs go beyond a one model fits all and are based on the unique characteristics and needs of students. The authors of this chapter assert that mentoring programs designed to improve retention and graduation rates of African American males must be scholarly based and authentically address the cultural needs of those students; therefore, the mentoring program must include culturally relevant constructs. This chapter discusses the design, implementation, and results of the pilot phase of a research-based culturally responsive mentoring program based on optimal psychology for African American males enrolled at a midwestern Predominately White Institution of higher education.

scholarly journals The Effect of Faculty Mentoring on Career Success and Career Satisfaction

2016 ◽  
Vol 9 (6) ◽  
pp. 22 ◽  
Author(s):  
Ayse ANAFARTA ◽  
Cigdem Apaydin
Keyword(s):  
Higher Education ◽  
Career Success ◽  
Career Satisfaction ◽  
Relevant Literature ◽  
Faculty Members ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Higher Education System ◽  
Psychosocial Mentoring ◽  
The University

<p class="apa">Mentoring has received considerable attention from scholars, and in the relevant literature, a number of studies give reference to the mentoring programs developed at universities and to the mentoring relations in higher education. Yet, most of these studies either only have a theoretical basis or deal with the mentoring relationships between academic advisors and undergraduate or masters’ students. Very few studies have been conducted so far on the mentoring or protégé experiences of academicians in the university setting, and the relationships between career satisfaction and career success. The aim of the current study is to examine the effect of mentoring on career success and career satisfaction of faculty members in Turkish higher education system. Participants included 445 faculty members from various universities in Turkey. The results of the study reveal that academic and psychosocial mentoring have an impact on faculty members’ career satisfaction and career success. Also, psychosocial mentoring affects career success more compared to academic mentoring.</p>

Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel

2008 ◽  
Vol 78 (3) ◽  
pp. 552-588 ◽  
Author(s):  
Darlene F. Zellers ◽  
Valerie M. Howard ◽  
Maureen A. Barcic
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Mentoring Programs ◽  
Faculty Mentoring ◽  
American Higher Education ◽  
The Past ◽  
Academic Cultures ◽  
The Impact ◽  
Development Practice

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education. The findings indicate that the sophistication of research has not advanced over the past decade. However, evidence does suggest that academe should be cautious in overgeneralizing the findings of studies conducted in corporate cultures. Although mentoring is recognized to be contextual, only recently have investigators considered the impact of organizational culture on the effectiveness of corporate mentoring programs. More rigorous investigation of this practice in higher education is warranted. As more studies point to the need to foster an employment culture that supports mentoring, understanding faculty mentoring programs within the context of their academic cultures is critical.

Student perceptions in online higher education toward faculty mentoring

2021 ◽  
pp. 204275302110229
Author(s):  
Dena J AuCoin ◽  
Lisa A Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Persistence ◽  
Mentoring Program ◽  
Online Environment ◽  
Faculty Mentoring ◽  
Faculty Mentor ◽  
Online Higher Education

Student persistence is important for students, faculty, and universities and online faculty mentoring supports student persistence to graduation. The online learning environment is increasingly a choice for more undergraduate students, and it continues to grow in popularity as an attractive option for adults. It is crucial to find ways to increase persistence and graduation especially given the increased use of virtual learning during the COVID-19 pandemic. Attrition rates in online learning can be high for a variety of reasons, including persistence and engagement. Faculty mentors in the online environment can strengthen connections and relationships with undergraduate students, and it is important to ask for and evaluate these student perceptions. This mixed methods study surveyed and interviewed undergraduate students in an online university to understand both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor program in a large online university. The purpose of this study was to explore the perceptions and experiences of four undergraduate student mentees with their faculty mentor at a large online university using mixed methods research design. In addition, survey data from one department are analyzed to guide future mentoring programs in online learning environments. Findings from the study indicate belief that mentoring and encouragement from faculty would enhance students’ scholarly experience. Students indicated they would like to participate in a faculty mentoring program, and it was clear that students welcome and appreciate the opportunity to further cement a professional relationship between themselves and faculty. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mentoring in online higher education. The data analysis and research indicate that a larger scale mentoring program might be more valuable for students.

scholarly journals E-mail Literacy in Higher Education Academic Settings

2021 ◽  
Vol 9 (3) ◽  
pp. 29
Author(s):  
Sümeyye Konuk
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Relevant Literature ◽  
Administrative Staff ◽  
Education Students ◽  
Subject Line ◽  
Academic Settings ◽  
Education Academic ◽  
Functional Explanations ◽  
Negative Feelings

The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students’ email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students’ awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students’ awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.

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