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Search Results for 'Mentoring' (Keyword)
123 items found 1 / 13 Go to page 
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1   |   From section Mentoring & Supervision
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Publication Year: 2014    |    Updated in ITEC: March 19, 2017
2   |   From section Mentoring & Supervision
Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders
The authors are pre-tenured faculty at dissimilar institutions in different regions of the USA, who found themselves in similar, unenviable positions – both were assigned to administrative positions that they did not seek. This study is an investigation of their processes of becoming leaders and how they aligned and/ or conflicted with their espoused beliefs. The data revealed an evolution in the authors' practice and identities as leaders, in some ways paralleling the change stages of forming, storming, norming, and performing outlined in team-building models. Data analysis revealed an evolution in their practice and identities as administrators.
Publication Year: 2016    |    Updated in ITEC: February 26, 2017
3   |   From section Mentoring & Supervision
Evaluating a Psychology Graduate Student Peer Mentoring Program
The goal of this study was to evaluate a peer mentoring program in a graduate school setting. More specifically, mentoring functions and outcomes among graduate students were assessed, along with an analysis of graduate school peer mentoring program characteristics. This study contributed three main findings. First, the present study was a first attempt to quantitatively analyze specific mentoring function and outcome relationships in a graduate school setting. Second, results indicated psychosocial assistance and networking help were reported as a program strength. However, pair compatibility and mentor preparation were not found to be essential program characteristics.
Publication Year: 2012    |    Updated in ITEC: January 31, 2017
4   |   From section Mentoring & Supervision
Mentor Education: Challenging Mentors’ Beliefs about Mentoring
The first purpose of this article is to contribute to the field of mentoring by investigating whether and how university-based mentor education challenges mentors’ beliefs about mentoring. The second purpose is to explore judge mentoring as a quantitative construct, and to test whether self-efficacy related to their mentor role, role clarity, mentor experience and formal mentor education have influence on beliefs consistent with judge mentoring. The findings indicate that mentor education contributes to lower levels of beliefs consistent with judge mentoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judge mentoring.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
5   |   From section Mentoring & Supervision
The Effect of Mentor Intervention Style in Novice Entrepreneur Mentoring Relationships
The purpose of this study is to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. Specifically, this study aims to test the proposal by Gravells (2006) that mentoring is optimized when the mentor exhibits both a maieutic approach and significant involvement in the relationship. The results confirm the proposal by Gravells (2006) to the effect that low directivity combined with a high level of mentor involvement in the relationship is likely to generate greater positive outcomes for the mentee. Conversely, a directive style with a low level of involvement leads to poorer results for the mentee, which also suggests that this type of mentoring relationship may be detrimental.
Publication Year: 2013    |    Updated in ITEC: December 27, 2016
6   |   From section Mentoring & Supervision
Cultural influences in mentoring endeavors: applying the Cultural Framework Analysis Process
This article aims to examine the usability of the Cultural Framework Analysis Process, a strategy designed to examine cultural factors in mentoring endeavors and to identify whether there are patterns of cultural elements that served to hinder or facilitate mentoring programs across a variety of organizations and contexts. The process also involves identifying methods for overcoming the barriers and enhancing the facilitating factors.
Publication Year: 2015    |    Updated in ITEC: December 7, 2016
7   |   From section Mentoring & Supervision
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education
In this article, the authors examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
8   |   From section Mentoring & Supervision
Anchoring a Mentoring Network in a New Faculty Development Program
The author argues that the traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and the rapidly changing landscape in higher education. Building a mentoring network with different levels and types of mentoring can help new faculty meet these challenges.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
9   |   From section Mentoring & Supervision
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Publication Year: 2012    |    Updated in ITEC: December 6, 2016
10   |   From section Mentoring & Supervision
Protégé Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Publication Year: 2012    |    Updated in ITEC: November 9, 2016
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