Community, Theory, and Guidance: Benefits and Lessons Learned in Evaluation Peer Mentoring

LaChenaye, Jenna; Boyce, Ayesha S.; Draanen, Jenna van; Everett, Kristin

doi:10.3138/cjpe.42118

Cited by 3 publications

(6 citation statements)

References 36 publications

(67 reference statements)

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“…No que tange à educação, alguns estudos sobre programas de mentoria existentes em cursos de graduação e pós-graduação têm constatado os benefícios que esta relação traz, tanto para o mentor quanto para o mentorado, tais como, satisfação, produtividade, melhora das relações interpessoais, entre outros (Parker-Katz & Bay, 2008;Robnett et al, 2018;Adriaensen, Bijsmans, & Groen, 2019;Byrnes Junior et al, 2019;Lachenaye et al, 2019;& Ong et al, 2019).…”

Section: Startupsunclassified

“…A mentoria tem sido avaliada a partir de algumas dimensões, tais como: a relação (lateral ou hierárquica) (Eby, 1997;Lachenaye et al, 2019), as competências desenvolvidas (para o trabalho ou carreira) (Eby, 1997), a formalização (formal ou informal) (Ghosh, 2014;Lachenaye et al, 2019), o tipo (carreira, psicossocial ou modelo de papel), a forma (online ou pessoal) e, ainda, as características individuais do mentorado e do mentor (por exemplo, proatividade, inteligência emocional, orientação para metas de aprendizagem, automonitoramento etc.) (Ghosh, 2014).…”

Section: )unclassified

“…Quadro 2 -Competências e conteúdos desenvolvidos no programa de mentorias. A pesquisa também constatou o desenvolvimento da autoconfiança (Kram, 1985;Eby, 1997), do senso de pertencimento a partir da mentoria por pares (Lachenaye et al, 2019) e da inteligência emocional (Ghosh, 2014), conforme detalhado também no gráfico 1.…”

Section: Características Individuaisunclassified

“…Foi também questionado aos participantes se o programa de mentorias contribuiu para melhoria na sua produtividade (Lachenaye et al, 2019) nos estudos e/ou no trabalho. Dos 16 respondentes, 44% relataram contribuição para aumento da produtividade nos estudos e 75% relataram contribuição para a melhoria da produtividade no trabalho.…”

Section: Programa De Mentorias Na Educação Superiorunclassified

“…e outras áreas(Lachenaye et al, 2019), e ainda no desenvolvimento de competências educacionais em estudantes de pedagogia(Parker-Katz & Bay, 2008). Conforme Byrnes Junior et al (2019, p. 236),…”

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Inovação Na Educação Superior

Martins

2020

Anais Do X Congresso Internacional De Conhecimento E Inovação (ciKi)

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A mentoria tem sido considerada uma prática reconhecida pelos resultados positivos alcançados, tanto no ambiente profissional, especialmente em contextos de inovação, quanto no acadêmico. Na educação superior, estudos têm revelado que a prática da mentoria contribui para o desenvolvimento de competências dos alunos, de natureza técnica e socioemocional. Neste sentido, este caso traz o relato da experiência prática de implementação de um programa de mentorias por uma instituição de ensino superior do sul do Brasil, por meio da adoção de mentorias para startups, realizadas pessoalmente e em grupos, por um professor mentor e por alunos mentores, com foco no desenvolvimento do modelo de papel profissional e da carreira, a partir da orientação para metas de aprendizagem. Para tanto, foi realizada uma pesquisa exploratória, descritiva, bibliográfica e documental. A coleta de dados ocorreu por observação participante e por meio de um questionário online na ferramenta Google Forms. Como principais resultados foram constatados o incremento da relação teoria e prática, além do desenvolvimento das competências dos alunos, bem como contribuição para a atuação profissional e estudantil.

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Section: Startupsunclassified

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Section: Programa De Mentorias Na Educação Superiorunclassified

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Inovação Na Educação Superior

Martins

2020

Anais Do X Congresso Internacional De Conhecimento E Inovação (ciKi)

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Scoping recent investment in evaluation education in Australian universities

Quadrelli

Staheli

Cook-Watkins

et al. 2022

Evaluation Journal of Australasia

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This article explores the current evaluation education program opportunities in the Australian higher education market and identifies potential research areas to inform pathways for future investment. Findings from our initial scoping phase are provided as a prelude to future work required in this space. The overarching research question investigates whether there is an opportunity to deliver further evaluation education programs in Australian higher education. Emerging from this question are three objectives: (a) to determine the current landscape of Australian university evaluation education program offerings; (b) to gain an understanding of the evaluation education discourse articulated within six selected evaluation journals and (c) to consider whether evaluation is a viable and meaningful discipline within higher education programs. An action research approach was adopted commencing with a benchmarking activity of Australian university offerings, followed by a bibliometric analysis of six evaluation journals, and concluding with a rapid scan of the literature. The selected methodologies reveal a potential gap in the higher education market, with the literature identifying inconsistent and mismatched programs while emphasising the need to invest in evaluation education. This article seeks to stimulate debate about formal higher education qualifications in evaluation and highlights the importance of potential future curriculum structure that can offer evaluators value, utility and growth.

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Mentoring in the School of Mines and Energy to Cover Student Needs: From the Newly Enrolled to the Near-Graduates

et al. 2022

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University students face situations throughout their careers that are sometimes difficult to overcome due to their lack of experience or preparation. Mentoring programs in university education have been proven to be a great accompaniment tool to solve these difficulties in addition to helping students’ personal and professional development. Our study aimed to show the complete mentoring process that accompanies students in the most crucial stages of their university education at the School of Mines and Energy of Universidad Politécnica de Madrid. Three stages of interest were identified in which mentoring projects have been implemented through training activities at the Unit of Social Entrepreneurship, Ethics and Values in Engineering (UESEVI). At the beginning of their studies, two welcome actions are offered: Mentor and Monitor projects that provide administrative and academic support; during the development of their studies, the Mentoring with Energy project offers professional tutoring that helps students in their incorporation into the labor market and provides them with tools to select a specialty; and in the last stage, professional accompaniment is provided by the Gray Angels project that helps students to develop their future careers. The activities of UESEVI are a strategy in our School to guarantee the development of soft skills and compliance with quality education processes. The usefulness of these programs can be measured through the participation and interest of the students. A positive evolution of these projects has been observed over the years. They have been growing according to the demand and needs detected in the successive evaluations of the programs.

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Community, Theory, and Guidance: Benefits and Lessons Learned in Evaluation Peer Mentoring

Cited by 3 publications

References 36 publications

Inovação Na Educação Superior

Inovação Na Educação Superior

Scoping recent investment in evaluation education in Australian universities

Mentoring in the School of Mines and Energy to Cover Student Needs: From the Newly Enrolled to the Near-Graduates

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