Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring

Abstract

We explored online dissertation chairs’ perceptions of trust in the mentor—mentee relationship, as trust was identified as a crucial factor in the success of doctoral students. Through the implementation of a multiple-case study, and a qualitative, online questionnaire, and through qualitative data analysis, we discovered 16 chairs’ perceptions of trust and that student vulnerability is an important part of the relationship that chairs consistently work to alleviate. Findings point to the importance for chairs to establish trust through feedback, consistency, and personal connections with students. Second, chairs perceived student vulnerability to include both students’ discussion of their academic skills (or lack thereof) and their willingness to share personal information. Chairs were very resourceful in enacting strategies to alleviate all types of student vulnerability, including recognizing student strengths and pointing to the positives of vulnerability and by offering scholarly resources for students to develop their academic strengths.

Doctoral E-mentoring: Current Practices and Effective Strategies

“…This literature review shows that the concerns of faculty members and students have not changed. Many studies (Kumar & Coe, 2017;Rademaker et al, 2016;Terry & Ghosh, 2015) have highlighted the importance of honest and substantive feedback for the improved scholarship recommended by Wikeley and Muschamp (2004). Those authors also recommend a cohort model which seems to be frequently utilized (Crossouard, 2008;Ewing, Mathieson, Alexander, & Leafman, 2012;Kumar & Coe, 2017;Kumar & Johnson, 2017a).…”

“…Therefore, their time is valuable and should not be exploited. This may explain why some faculty members encourage students to conduct research but do not necessarily feel the need to participate themselves (Andrew, 2012;Grady, 2016;Jacobs, Doyle, & Ryan, 2015;Rademaker et al, 2016;Roumell & Bolliger, 2017). Melrose (2006) also mentioned the importance of trust, effective communication, reasonable goal setting, and accountability for deadlines.…”

“…Melrose (2006) also mentioned the importance of trust, effective communication, reasonable goal setting, and accountability for deadlines. All of these factors remain important to a successful online mentoring relationship (Doyle et al, 2016;Erichsen et al, 2014;Kumar & Coe, 2017;Rademaker et al, 2016;Roumell & Bolliger, 2017;Stadtlander & Giles, 2010).…”

“…This practice may be impractical for certain mentoring relationships, and mentors may turn to other methods which engender induction. Mentors can encourage students to be independent and take on research related projects of their own (Rademaker et al, 2016;Roumell & Bolliger, 2017). Students can get a sense of how to conduct research for their dissertation by conducting a smaller research project on their own or with colleagues.…”

“…Students can get a sense of how to conduct research for their dissertation by conducting a smaller research project on their own or with colleagues. Mentors can provide support to students by encouraging them to consider publishing their work or presenting it at regional or national conferences which can introduce them to the research community (Andrew, 2012;Grady, 2016;Jacobs et al, 2015;Rademaker et al, 2016;Roumell & Bolliger, 2017). Mentors may suggest specific conferences or academic journals best suited for the student's work.…”