A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

Kohn, Harold

doi:10.5688/ajpe78229

Cited by 34 publications

(34 citation statements)

References 8 publications

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“…These significant positive structural relations support previous findings that underscore the importance of support from organizational leaders at all levels of the academic organization, including at the local (departmental and school/college) and global levels (central administration) (Carver et al, 2011;Gutierrez et al, 2012;Candela et al, 2013;Candela et al, 2015). Of special significance to the milieu of these academic organizations (i.e., Tier 1 and Tier 2 institutions), POP and POS were both moderately strong positive predictors of PRE, a finding that is echoed by the findings of Kohn (2014) and Cariaga-Lo et al (2010). More specifically, academic organizations that furnish strong mentorship programs in which senior faculties, who are seasoned scholars and researchers appropriately model behaviors and expectations, provide junior faculties with opportunities to develop their individualized identities as scholar-researchers, and hence, hone their selfefficacy and agency with respect to research expertise.…”

Section: Discussionsupporting

confidence: 85%

“…Research findings of Kohn (2014) reveal that faculties who receive effective mentoring from a more senior colleague have a greater sense of relatedness and satisfaction, which may attenuate negative perceptions of WL. Cariaga-Lo et al (2010) argued that offering mechanisms for continued faculty development such as faculty orientation programs, ongoing support for faculty scholarship, development of faculty to teach, and mentoring programs increases faculty members' sense of belongingness, and thus, favorable perceptions of POP and POS, which presumably attenuate negative perceptions of WL.…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of Teaching, Research, and Service Expertise, Workload, Organizational Support, and Satisfaction among U.S. Faculty Members’ Intent to Stay in Tier 1 or Tier 2 Organizations: A Structural Equation Model

Gutierrez

Candela

2018

IJLTER

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Abstract. All faculties in higher education are expected to be effective in their teaching and service activities. However, faculty in Tier 1 and Tier 2 academic organizations are further pressed to demonstrate productivity as researchers. The diverse demands of these faculty call attention to how they really view their work lives. Thus, we investigated the influence of perceptions of organizational processes and organizational support on work related factors among a national sample of faculty from different disciplines in Tier 1 and Tier 2 academic organizations. Participants were 539 faculty employees at academic organizations across the U.S. We used structural equation modeling to examine the direct effects of the aforementioned exogenous latent variables on various aspects of the academe and faculty members' intent to stay in the academic organization. Further, we explored whether characteristics of the organization mediated the structural relations among organizational processes and support and intent to stay. Results revealed organizational support and processes to have direct effects on several of the factors within the academe, including intent to stay. Additionally, research expertise, workload, and satisfaction with work partially mediated the structural relations among organizational processes and support and intent to stay. Implications for organizational behavior and practice are also discussed.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Perceptions of Teaching, Research, and Service Expertise, Workload, Organizational Support, and Satisfaction among U.S. Faculty Members’ Intent to Stay in Tier 1 or Tier 2 Organizations: A Structural Equation Model

Gutierrez

Candela

2018

IJLTER

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“…Although much research has been conducted regarding the importance and implementation of mentoring programs for professional development of pharmacy faculty members, [11][12][13][14][15] limited research assesses postgraduate mentees' perspective on these relationships. This is the first study to assess pharmacy TCP participants' perceptions of the importance of mentor-mentee relationships.…”

Section: Discussionmentioning

confidence: 99%

Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships

Sheehan

Gonzalvo

Ramsey

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

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“…While developing our goals and finding our strengths en route to developing our own definition of success might be considered a highly individual and internal effort, being able to externally validate our definition or coherently explain it to another might help to make the definition more real and also provide a level of accountability. 6,7 Seeking feedback from a trusted professional or personal mentor may provide a means to either fill in a gap or provide a way to think differently about our definition of success.…”

Section: Defining Personal Successmentioning

confidence: 99%

Reframing Our Pursuit of Life Balance

Fuentes

Ogden

Ryan-Haddad

et al. 2015

American Journal of Pharmaceutical Education

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During our time in the 2013 Academic Leadership Fellows Program, we explored what it takes to achieve life balance through a framework presented in a Harvard Business Review article. In this Statement, we describe 5 different areas from the article that provide infrastructure for reflecting on how we have learned to approach life balance in academia. We also provide brief messages based on this reading and others to help academics' pursuit of life balance.

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A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

Cited by 34 publications

References 8 publications

Perceptions of Teaching, Research, and Service Expertise, Workload, Organizational Support, and Satisfaction among U.S. Faculty Members’ Intent to Stay in Tier 1 or Tier 2 Organizations: A Structural Equation Model

Perceptions of Teaching, Research, and Service Expertise, Workload, Organizational Support, and Satisfaction among U.S. Faculty Members’ Intent to Stay in Tier 1 or Tier 2 Organizations: A Structural Equation Model

Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships

Reframing Our Pursuit of Life Balance

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