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Author: Kenneth Jackson
Publisher:
ISBN: 9780692943588
Category :
Languages : en
Pages : 224
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Book Description
The purpose of this qualitative, exploratory, multiple-case study was to explore mentoring relationships and student compatibility in doctoral programs. This design offered and explained an in-depth understanding of what creates a mentor relationship for mentors and doctoral students. The knowledge gained from this study will assist institutional leaders to focus on continuously developing effective strategies to help bridge the gap of failed mentoring relationships between doctoral candidates and their mentors. This book is a must read for doctoral chairs, academic deans, and provosts at colleges and universities that have doctoral programs as a guideline to institute, improve, and enhance mentoring relationships between organizational, doctoral-level mentors and doctoral candidate students. Key Search Terms: academic institutions, academic leaders, academic performance, advisor, career success, coach, communication skills, compatibility, cultural compatibility, developmental stages, doctoral chairs, doctoral mentors, doctoral programs, doctoral students, Emotional Intelligence (EI), emotional stability, enrollments, face-to-face mentoring, faculty members, formal mentoring process / formal mentoring program, higher education leaders, identity development, interpersonal relationships, leaders, leadership, Leadership development, matching process, mental attitudes, mentees, mentor programs, mentor training system, mentor/mentee relationship, mentoring, mentoring models, mentoring practices, mentoring relationships, mentors, mentorship practices, mentorship training, non-traditional mentoring, professional relationship, prot�g�s, relationship building, role model, self-awareness, self-efficacy, sense of belonging, theory and model of mentoring
Author: Kenneth Jackson
Publisher:
ISBN: 9780692943588
Category :
Languages : en
Pages : 224
Get Book Here
Book Description
The purpose of this qualitative, exploratory, multiple-case study was to explore mentoring relationships and student compatibility in doctoral programs. This design offered and explained an in-depth understanding of what creates a mentor relationship for mentors and doctoral students. The knowledge gained from this study will assist institutional leaders to focus on continuously developing effective strategies to help bridge the gap of failed mentoring relationships between doctoral candidates and their mentors. This book is a must read for doctoral chairs, academic deans, and provosts at colleges and universities that have doctoral programs as a guideline to institute, improve, and enhance mentoring relationships between organizational, doctoral-level mentors and doctoral candidate students. Key Search Terms: academic institutions, academic leaders, academic performance, advisor, career success, coach, communication skills, compatibility, cultural compatibility, developmental stages, doctoral chairs, doctoral mentors, doctoral programs, doctoral students, Emotional Intelligence (EI), emotional stability, enrollments, face-to-face mentoring, faculty members, formal mentoring process / formal mentoring program, higher education leaders, identity development, interpersonal relationships, leaders, leadership, Leadership development, matching process, mental attitudes, mentees, mentor programs, mentor training system, mentor/mentee relationship, mentoring, mentoring models, mentoring practices, mentoring relationships, mentors, mentorship practices, mentorship training, non-traditional mentoring, professional relationship, prot�g�s, relationship building, role model, self-awareness, self-efficacy, sense of belonging, theory and model of mentoring
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
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Book Description
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Author: Daphne Simmons Bennett
Publisher:
ISBN:
Category : African American graduate students
Languages : en
Pages : 300
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Book Description
Author: Norina L. Columbaro
Publisher:
ISBN:
Category : Doctor of philosophy degree
Languages : en
Pages : 264
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Book Description
Abstract: Research focusing on online doctoral programs in preparation for academic careers consistently reveals a perception that online doctoral degree programs lack opportunities for social learning, mentoring, and submersion in the academic culture (Adams & DeFleur, 2005; Flowers & Baltzer, 2006; Columbaro, 2007; Guendoo, 2007; Good & Peca, 2007; Columbaro & Monaghan, 2009; DePriest, 2009). In addition, the value of mentoring within doctoral programs has been addressed in several empirical studies (Green & Bauer, 1995, Golde & Dore, 2001; Paglis, Green, & Bauer, 2006; Creighton, Parks, & Creighton, 2007; Mullen, 2006; 2008; 2009). However, little research has specifically attended to the mentoring experiences of online doctoral students and their perceptions of how those experiences prepared them for tenure-track employment within four-year, land-based higher education institutions.The purpose of this study was to explore the existence and nature of mentoring relationships within online doctoral degree programs. Further, it explored how these relationships prepare online doctoral degree graduates for full-time, tenure-track employment in four-year, land-based higher education institutions. The following research questions guided this study:1) How did graduates of online doctoral degree programs, currently employed as tenure-track faculty members at four-year land-based colleges or universities, experience mentoring while completing their online doctoral degree programs? 2) How did mentoring relationships prepare these graduates to become tenure-track faculty members in four-year, land-based colleges and universities? The study was informed by social learning theory in that it explores the role and purpose of interpersonal mentoring relationships in supporting doctoral students, as well as preparing them to serve as faculty in higher education environments. The research design employed basic interpretive qualitative research approach using semi-structured interviews focusing on participants' critical mentoring episodes to explore their experiences and perceptions. The lens through which findings were analyzed was social constructivism in that it accounted for the varied experiences and meaning making of individuals in their doctoral education mentoring relationships. Findings from this study may provide insight for academic institutions adopting online doctoral degrees as part of their strategic direction and for prospective online doctoral students.
Author: Robin Revis-Pyke
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838385907
Category : Educational technology
Languages : en
Pages : 100
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Book Description
Research studies on issues affecting female doctoral students' success has shown the mentoring relationship to be a theme throughout research. Studies have examined the importance of female faculty academic mentoring relationships in relation to doctoral students' feelings of satisfaction with the program and institution; however, few studies have explored the influence of this relationship on female doctoral students' degree completion. With the projected rise in female enrollments in doctoral programs, it is beneficial to understand the relationship between the female doctoral student and the female faculty academic mentor. The perceptions of female doctoral students and their experiences in the dissertation writing process were explored in this phenomenological study. The participants' responses signified the importance of centric interaction with the faculty academic mentor. The findings provided evidence that there are certain issues that are important to female doctoral students with female faculty academic mentors, and that specific elements of mentoring are more useful to the female doctoral students and their success in the doctoral program.
Author: Gail J. Higenell
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Rhonda Michelle Fowler
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Mentoring in graduate education is considered an important and essential part of graduate education. The journey to the doctorate for African American students, especially for African American women, comes with many hurdles and obstacles. Mentorship for these students has become a common topic when discussing faculty- student relationships. This qualitative study was designed to understand the mentoring experiences of African American women human resource development (HRD) doctoral students and how they make meaning of their mentoring experiences with at a predominantly White institution (PWI). The research questions to guide this study were: (1) what are the perceptions of faculty mentoring for African American female doctoral students in this HRD program and (2) what are the experiences of faculty mentoring for African American female doctoral students in this HRD program. The selection of participants for this qualitative study included six African American women enrolled in an HRD program at a PWI. Purposeful sampling was used to generate information and rich data. In this study, each of the six participants was interviewed individually with an interview guide consisting of semi-structured interview questions. To successfully explore the mentoring experiences of African American female students enrolled in a HRD doctoral program at a PWI, key findings from this study were reported from a qualitative study involving six African American female doctoral students enrolled in an HRD program at a PWI. Emerging themes from the study were identified as how they got to where they are; the perceptions, expectations, and actual experiences between the women and faculty. To reinforce and inform the need for mentoring, the participants provided an insight on their experiences as an African American female doctoral student in an HRD program at a PWI. In addition to a general discussion of the mentoring relationships, I focused primarily on the African American female doctoral students perceptions, expectations and experiences regarding their mentoring relationships with faculty. The findings from this study included support from family, friends and some faculty members, feelings of isolation, disconnected from the program, overwhelmed and no guidance. Other findings included only select few (students) receive mentoring, faculty don̕ t expect much from African American women students and yearning for an African American female faculty mentor. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/150967
Author: Heewon Chang
Publisher: Routledge
ISBN: 1315432129
Category : Psychology
Languages : en
Pages : 201
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Book Description
A practical guide providing researchers with a variety of data collection, analytic, and writing techniques to conduct collaborative autoethnography projects.
Author: Victoria Gandaría Black
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
Higher education institutions have emphasized retention as one of the measurable outcomes linked with institutional performance, state and federal funding appropriations, and publicized rankings (Hagedorn, 2012). Therefore, higher education institutions intentionally have become more focused on providing a robust first-year college experience, including high-impact practices intended to help with adjustment, transition, and retention of students during their first year. One high-impact practice is a formal mentoring program focused on relationship building, positive peer support, and social guidance (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Kuh, Kinzie, Buckley, Bridges & Hayek, 2006). More specifically, peer mentoring is an important component of a student’s first year and undergraduate experience (Crisp & Cruz, 2009; Crisp et al., 2017; Gershenfeld, 2014; Jacobi, 1991; Miller, 2004). Mentorability is a term that conceptualizes mentees’ ability to engage in a mutually beneficial and developmental relationship (Reddick, 2014). It focuses on mentees understanding of their role and responsibilities engaging in the relationship. This study employed a phenomenological approach in examining how 17 mentees described their lived experiences of and how they perceived their ability to commit, contribute, and engage in a peer mentoring partnership in a formal mentoring program at an Hispanic Serving Institution. The key findings of the study demonstrated: (1) mentorability as a process: from unclear expectations to viewing a mentor as a lifeline for success; (2) mentees as information seekers and mentors as influential contributors; and (3) communication and open-mindedness as key mentee contributions, trust as a gatekeeper for relationship formation, and mentorability as multi-level of exchange including understanding a mentee’s role extends beyond the reciprocity with the mentor to other peers. Drawing from three social science theories, this study introduces a mentorability conceptual model for practice derived from findings from the study (Astin, 1993; Lin, 2001; Cropanzano et al., 2017). Additional findings, and implications for future research, practice, and theory are discussed
Author: Kellie René Carter
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 173
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Book Description
The complex graduate student-faculty mentor relationship mentoring plays a substantial role in the academic and professional success of graduate students within the diverse settings of higher education institutions. An understanding of the mentee's level of preparedness for the mentoring relationship, or mentoring mindset, is needed in order to better inform graduate faculty mentors and graduate students about factors that contribute to a successful mentoring relationship. Existing research tends to concentrate on valued mentor characteristics from the mentee's perspective. However, there is little research on the mentee's preparedness for the doctoral student-faculty member mentoring relationship in a higher education setting. This phenomenological study explored from the mentor's perspective what constitutes a mentoring mindset in doctoral students who work with a graduate faculty mentor at a Research I University in the Southern United States. The central research question was: "What constitutes a mentoring mindset in a doctoral student who is being mentored by a graduate faculty mentor?" The purposeful sample included four females and six males from diverse academic backgrounds, different faculty ranks, and varying years of experience who had graduate faculty status, currently serve on dissertation committees, and who had received the Graduate Dean's Award for Excellence in Mentorship. Data collection included face-to-face in-depth structured interviews. In addition to the interviews, a reflection question was left with the participants to answer at their convenience: "After reflecting on our interview, what is your perception of the mentoring mindset of a doctoral student who is prepared to be mentored?"A modification of the Stevick-Colaizzi-Keen method was utilized to analyze the data (Creswell, 2007; Moustakas, 1994). Interviews were transcribed verbatim, significant statements were coded, and the following major themes emerged: (a) context of the mentoring relationship, (b) basic knowledge and skills of the mentee, (c) learning orientation of the mentee, (d) personal attributes, and (e) mentoring mindset of a doctoral student. The characteristics that emerged from the research form a developmental continuum of a doctoral student's mentoring mindset, which will help inform administrators, deans, and faculty mentors regarding best practices and training programs for mentors and mentees.
