Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

2017 ◽  
Vol 12 (2) ◽  
pp. 152-162 ◽  
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Faculty Members ◽  
Time Constraints ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
New Faculty ◽  
Novice Faculty ◽  
National Athletic Trainers Association ◽  
Research Mentor

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whereby continued encouragement is provided. Limited understanding exists of the mentoring relationships developed between a new faculty member and a seasoned one. Objective: To understand the mentoring relationship from the perspectives of new and seasoned faculty members who have engaged in mentoring relationships. Design: Qualitative study, phenomenology. Setting: Selected higher education institutions with Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants: From the National Athletic Trainers' Association (NATA) Foundation Research Mentor program we successfully recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female). We additionally recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female) who had not completed the NATA Foundation Research Mentor program. Main Outcomes Measure(s): We completed semistructured phone interviews following an interview script. Interviews were transcribed and saturation was obtained. Analysis was grounded by the general inductive approach. Peer review and researcher triangulation were completed for trustworthiness. Results: Two major themes materialized: (1) positive mentoring relationships and (2) challenges. Three primary attributes emerged as necessary for positive mentoring relationships between new and experienced faculty members: (1) active engagement from both mentor and mentee (this theme was furthered divided by the subthemes of reciprocity, motivation, and availability), (2) communication, and (3) similar interests. Mentees' resistance to mentoring and mentors' time constraints emerged as challenges. Conclusions: Mentoring relationships develop when there is shared interest, ongoing communication, and an investment made by both parties. New faculty members may be resistant to mentoring because of struggles receiving feedback, while experienced faculty may have competing time constraints that limit availability.

scholarly journals Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Programa

2017 ◽  
Vol 52 (4) ◽  
pp. 368-376 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Phenomenological Approach ◽  
Mentoring Relationships ◽  
Grant Writing ◽  
Mentor Program ◽  
Novice Faculty ◽  
National Athletic Trainers Association ◽  
Research Mentor ◽  
Qualitative Phenomenological

Context:  Mentorship is a helpful resource for individuals who transition from doctoral student to tenure-track faculty member. The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a Research Mentor Program to provide mentorship to promising investigators, particularly as they work to establish independent lines of research. Objective:  To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program. Design:  Qualitative, phenomenological research. Setting:  Higher education institutions. Patients or Other Participants:  Seven promising investigators (5 women, 2 men) and 7 established investigators (2 women, 5 men), all of whom had completed the NATA Foundation Research Mentor Program. Data Collection and Analysis We developed and piloted intervi: ew guides designed to gain participants' perspectives on their experiences participating in the NATA Foundation Research Mentor Program. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analyst triangulation, and data-source triangulation. Results:  Three themes emerged from the interviews: (1) motivation, (2) collaboration, and (3) resources. Participants were motivated to become involved because they saw the value of mentorship, and mentees desired guidance in their research. Participants believed that collaboration on a project contributed to a positive relationship, and they also desired additional program and professional resources to support novice faculty. Conclusions:  Promising and established investigators should be encouraged to engage in mentoring relationships to facilitate mentees' research agendas and professional development. The NATA Foundation and athletic training profession may consider providing additional resources for novice faculty, such as training on effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance.

scholarly journals A Developmental Perspective on Behaviors of New Faculty Transition into Higher Education

2018 ◽  
Vol 13 (4) ◽  
pp. 348-358
Author(s):  
Brianne F. Kilbourne ◽  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Athletic Training ◽  
Higher Education Institutions ◽  
Junior Faculty ◽  
Individual Characteristics ◽  
Faculty Members ◽  
New Faculty ◽  
Personal Standards ◽  
National Athletic Trainers Association

Context: The responsibilities of new faculty members can be stressful because of the expectations of research, teaching, service, and for some, administration. The strain from transition and role complexity can impact faculty members' perceptions of the experience and therefore professional development. Objective: To understand how individual characteristics and behaviors influenced development of new faculty during their transition from doctoral students to faculty members. Design: Qualitative phenomenology study. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited athletic training programs. Patients or Other Participants: Sixteen junior faculty (7 males, 9 females, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts and 14 different higher education institutions participated. Main Outcome Measure(s): A semistructured telephone interview protocol was used to examine the experiences of junior faculty within their first 3 years of a faculty role. Interviews were coded inductively using a psychosocial developmental interpretive lens. Credibility was established with saturation of the findings and researcher triangulation. Results: The data revealed 3 individual behavioral characteristics positively influenced the development of junior faculty through transition: (1) adaptive perfectionism, (2) competence gained through experience, and (3) the use of a mentor network. Our participants adapted personal expectations in light of outcomes that differed from personal standards; gained competence by seeking experience before, during, and after their doctoral studies; and used a mentor network to ease transition. Conclusions: Our findings suggest that individuals who are able to reflect on their performance and self-adjust personal standards and/or behaviors have a positive perception related to their ability to be successful during transition. Competence gained through experience apart from doctoral assistantships appears to facilitate the transition into higher education. Also, the creation and maintenance of a mentor network that provides a variety of support from multiple sources appears to improve transition by providing comradery, security, and help.

scholarly journals Roles of Mentoring for Novice Athletic Training Faculty Members

2017 ◽  
Vol 12 (4) ◽  
pp. 234-243 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Tenure Track ◽  
Faculty Roles ◽  
Faculty Position ◽  
Novice Faculty ◽  
Tenure Track Faculty

Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an important component of education, little is known about the role of mentorship during the transition from doctoral student to faculty member during the first several years in academia. Objective: Obtain faculty members' perspectives on the role of mentorship as it relates to their experiences as a tenure-track faculty member. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited programs. Patients or Other Participants: Twelve novice faculty members (9 female, 3 male) and 12 experienced faculty members (3 female, 9 male) participated in this study. Main Outcome Measure(s): We developed and piloted an interview guide designed to gain participants' perspectives on their experiences with and perceptions of mentorship in relation to their faculty roles and responsibilities. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analysts triangulation, and data source triangulation. Results: Two themes emerged regarding roles of mentorship: (1) support and guidance and (2) navigating institutional politics and expectations. Mentors supported novice faculty members in their responsibilities of teaching, research, and service, particularly when mentees perceived a weakness in 1 area. Mentors also helped novice faculty members navigate the tenure and promotion process and politics of their institution. Conclusions: Mentorship appears to be an important mechanism of support for novice faculty members as they transition to their tenure-track faculty roles. Mentorship appears to be particularly valuable when there is a perceived lack of preparation for 1 aspect of a faculty position. Novice faculty members should seek out mentors within and beyond their institution for support.

scholarly journals Mentoring Processes in Higher Education: Perspectives of Junior Athletic Training Faculty Members

2018 ◽  
Author(s):  
Sara Nottingham ◽  
Stephanie Mazerolle
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Faculty Members ◽  
Mentoring Relationships ◽  
Full Time ◽  
Athletic Training Faculty ◽  
Time Faculty ◽  
Training Faculty

Purpose: Mentorship is a valuable mechanism of socializing faculty members to higher education, but understanding of how mentoring relationships develop is limited. The purpose of this study was to seek a more complete understanding of how mentoring relationships develop for junior faculty members, and how these effective mentoring relationships can be fostered. Method: A qualitative, phenomenological design was used to examine junior athletic training faculty members’ experiences with mentoring. Twenty athletic training faculty members: 14 women, 6 men, 32±3 years of age and averaged 2.4±2.1 years as a full-time faculty member in an accredited athletic training program participated in this study. Participants completed one telephone interview, which was audio-recorded and transcribed verbatim. Data were analyzed with an inductive phenomenological approach. Data saturation was obtained Trustworthiness strategies included peer review and the use of multi-analyst triangulation. Results: Junior faculty participated in informal and formal mentoring relationships that evolved over time, which aided their transition from doctoral student to full-time faculty member. Additionally, mentoring relationships were strengthened when participants took initiative, engaged in the relationship, and set clear goals. Mentors who exhibit good communication skills, willingness to participate, and genuine interest in the mentee are particularly valuable. Conclusions: Both formal and informal mentoring experiences appear to be valuable for junior faculty members, particularly informal relationships. If institutional mentoring programs are lacking then junior faculty should seek out additional mentoring opportunities. These findings also confirm existing literature on effective mentoring characteristics.

scholarly journals Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program

2017 ◽  
Vol 12 (4) ◽  
pp. 244-255 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Trainers ◽  
Junior Faculty ◽  
Phenomenological Approach ◽  
Effective Characteristics ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
Formal Mentoring ◽  
Faculty Position ◽  
Informal Mentoring ◽  
National Athletic Trainers Association

Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships. Objective: Gain mentor and mentee perceptions of effective mentoring in a formal setting. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort. Main Outcome Measure(s): Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation. Results: Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences. Conclusions: Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.

Intricacies of Cross-Cultural Mentoring

2018 ◽  
pp. 224-242
Author(s):  
Jerono P. Rotich ◽  
Tiffany Fuller ◽  
Minyong Lee
Keyword(s):  
Community Service ◽  
Culturally Sensitive ◽  
Cross Cultural ◽  
Faculty Members ◽  
Tenure Track ◽  
New Faculty ◽  
International Faculty ◽  
American Universities ◽  
Novice Faculty ◽  
Doctorate Programs

This chapter describes how novice international faculty and scholars in American universities may face formidable challenges related to their new responsibilities and the cultural demands as they begin their tenure-track careers in the academe. Upon completion of the doctorate programs, some find themselves in organizations that have unfamiliar cultures and expectations. Regardless of their background, nationality or experience, they are expected to maintain the trademarks of teaching, scholarship, advisement, and community service in order to survive the rigor of academe. Unfortunately, the reality is often more overwhelming for international faculty and scholars because of multifaceted acculturation issues that are related to their new country and organization. Mentors can serve as facilitators for novice faculty. Through teamwork, mentors and novice faculty members can construct knowledge and create a culture of collaboration. It is envisioned that cross- culturally sensitive mentoring can help to ease the challenges of the new faculty as they navigate their unfamiliar environment in the academe.

scholarly journals Athletic Training Junior Faculty Experiences with Institutional Expectations for Tenure and Promotion

2019 ◽  
Vol 14 (3) ◽  
pp. 198-207
Author(s):  
Stephanie Mazerolle Singe ◽  
Sara Nottingham ◽  
Kelly A. Coleman
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Full Time ◽  
Socialization Process ◽  
Institutional Expectations ◽  
Interpretative Phenomenological Approach ◽  
Past Experiences

Context Tenure-earning faculty are evaluated in 3 primary areas including teaching, research and scholarship, and service. Struggles regarding earning tenure are not unique to the academe, but within the athletic training discipline concerns do exist. Objective We examined the organizational socialization process for junior athletic training faculty members as they learned about the tenure and promotion expectations at their institutions. Design Interpretative phenomenological approach. Setting Higher education institutions with an athletic training program. Patients or Other Participants Nineteen junior faculty members (13 women, 6 men) addressed their understanding of tenure guidelines. Our participants were 32 ± 3 years of age, averaged 2 ± 2 years as a full-time faculty member, and were all at the assistant rank. Main Outcome Measure(s) All participants completed one-on-one phone interviews. We followed a stepwise approach to evaluating the data, which is described by the interpretative phenomenological approach. To ensure credibility of the interview protocol and to bracket some of our possible biases, a peer review and pilot study were conducted. Results There were 3 findings regarding the faculty members' understanding of the tenure process at their institutions: (1) vague expectations, (2) change in leadership, and (3) differing expectations in departments and college levels. The faculty believe improving understanding of promotion and tenure should include (1) formal, ongoing annual feedback, (2) informal communication with administrators, (3) informal institutional mentorship, and (4) instructional scaffolding. Conclusions Athletic training junior faculty experience challenges with understanding tenure and promotion expectations at their institutions, mainly due to changes in leadership and a dichotomy between departmental and institutional expectations. The vagueness is often overcome when the faculty member receives support and guidance from colleagues and supervisors who not only share past experiences in knowledge but also provide feedback for understanding.

scholarly journals Faculty Mentorship in Higher Education: The Value of Institutional and Professional Mentors

2018 ◽  
Vol 13 (3) ◽  
pp. 259-267 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham ◽  
Kelly A. Coleman
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Mentoring Relationships ◽  
Junior Faculty Member ◽  
Socialization Process ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Mentorship has been identified as a key aspect to the transition into higher education for the junior faculty member, as it is an effective organizational socializing agent. The literature, however, often examines mentorship as a derivative of the socialization process, rather than as the primary focus of investigation. Objective: Explore the perceptions of mentorship for the athletic training faculty member on professional development and transition into a new faculty role, specifically looking at mentorship through a role transition and inductance lens for the junior faculty member. Design: Phenomenology. Setting: Higher education institutions. Patients or Other Participants: Twenty junior athletic training faculty members (14 women, 6 men) who met our inclusion criteria. All participants were in positions leading to promotion or tenure. Saturation was met with our 20 participants. Main Outcome Measure(s): Semistructured phone interviews were conducted and transcribed verbatim afterward. Using a phenomenological approach, we analyzed the data. Credibility of the data was confirmed with peer review and researcher triangulation. Results: Mentoring relationships were determined to be internal and external to the athletic training faculty member's institutions. Relationships were classified as informal, regardless of the location of the mentor. Internal mentoring relationships were informal and navigated by the faculty member with individuals the faculty member believed to have valued experiences and knowledge regarding the institution's culture and expectations for role performance and promotion. External mentors, mostly doctoral advisors, were individuals who could continue to support professional development and the specific tenets of higher education independently of institutional expectations. Conclusions: Our findings suggest that mentoring is done by a constellation of individuals, as each mentoring relationship fulfills a particular need of the junior faculty member and one mentor may not provide or possess all the necessary experiences to support the transition.

scholarly journals Examining the Role Mentorship Plays in the Development of Athletic Training Preceptors

2016 ◽  
Vol 11 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Sara Nottingham ◽  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Outcome Measure ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Multiple Roles ◽  
Mentoring Relationships ◽  
Athletic Training Educators ◽  
Ongoing Development ◽  
National Athletic Trainers Association

Context: Mentorship has been identified as a contributor to the socialization of athletic training preceptors. Understanding how mentorship occurs and contributes to preceptor development may help athletic training educators facilitate effective mentorship within their athletic training programs. Objective: Examine preceptors' perceptions of mentoring as part of their socialization into this role. Design: Qualitative study. Setting: Commission on Accreditation of Athletic Training Education programs. Patients or Other Participants: Twelve athletic trainers representing 4 National Athletic Trainers' Association districts, including 5 men and 7 women, average age = 32 ± 10.5 years, and average of 5 ± 5.0 years' experience as a preceptor. Main Outcome Measure(s): Participants responded to 14 interview questions regarding their perceptions of mentoring. Two researchers analyzed data using an inductive approach to identify themes and supporting categories. Trustworthiness was established by piloting the interview, using multiple analyst triangulation, and peer review. Results: Four themes emerged from the data: (1) characteristics, (2) processes, (3) mentoring by emulating, and (4) roles of mentoring. Participants identified that communication and commitment are characteristics of effective mentorship. Preceptors learn to mentor by emulating other preceptors, and mentoring relationships develop through both formal and informal processes. Mentoring serves multiple roles for preceptors, including providing a support system and facilitating reciprocal learning for both mentors and protégés. Conclusions: Participants perceive mentoring as beneficial to their initial and ongoing development as preceptors. Preceptors learn to mentor by emulating current and past mentors, emphasizing the importance of modeling for both preceptors and students. Clinical education coordinators can facilitate the mentoring of preceptors by educating them on the benefits of engaging in it as well as connecting experienced preceptors with newer preceptors.

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