Faculty Mentoring Faculty in a Public University

Sands, Roberta G.; Parson, L. Alayne; Duane, Josann

doi:10.1080/00221546.1991.11774114

Cited by 80 publications

(55 citation statements)

References 11 publications

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“…A mentor provides constructive criticism yet allows room for risk and failure. Through sponsorship and recognition, a mentor supports the growth and development of the mentee and bears in mind the mentee's long‐term career goals (Brainard, Harkus, & St. George, 1998; Davidson & Foster‐Johnson, 2001; Haring, 1997; Lick, 1999; Mullen, 1999; Sands, Parson, & Duane, 1991; Tinto, 1987). In confirming Kram's (1985) qualitative study of utility company managers, Schockett and Haring‐Hidore's (1985) analysis of survey responses clustered these mentoring functions into two categories, i.e., psychosocial and vocational.…”

Section: Review Of the Literaturementioning

confidence: 99%

Mentoring in a Post‐Affirmative Action World

Girves

Zepeda

Gwathmey

2005

Journal of Social Issues

135

115

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Mentoring can be an effective strategy in improving retention of college students and faculty from fields where historical underrepresentation has occurred. This article reviews the benefits of mentoring in higher education, and identifies components of effective mentoring strategies that promote educational and career advancement. It illustrates how effective programs can be institutionalized and scaled through consortial and national collaborations. Traditional and alternative mentoring models are described through four successful programs designed to increase the academic and professional success of undergraduates, graduate students, and junior faculty. The article concludes with a set of general recommendations and caveats gleaned from the literature and programs reviewed.

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Section: Review Of the Literaturementioning

confidence: 99%

Mentoring in a Post‐Affirmative Action World

Girves

Zepeda

Gwathmey

2005

Journal of Social Issues

135

115

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“…Gibson, 2004;Fowler & Gorman, 2005;Ragins & McFarlin, 1990;Sands, Parson & Duane, 1991). Die Funktionen von Mentoring wurden zumeist aus der Perspektive des Mentee betrachtet.…”

Section: Vergleich Empirie-und Theoriegeleiteter Definitionenunclassified

Nachwuchsförderung durch Mentoring — eine kritische Bestandsaufnahme

Fellenberg

2007

Gruppendynamik

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Zusammenfassung:Trotz einer Vielzahl von Veröffentlichungen zum Thema "Mentoring" fehlt noch immer eine allgemein anerkannte Definition dieses Begriffs. In diesem Artikel werden verschiedene Auffassungen von Mentoring neben einander gestellt und einer kritischen Analyse unterzogen. Betrachtet werden a) unterschiedliche Varianten von Mentoringbeziehungen, b) unterschiedliche Funktionen von Mentoring und c) Prädiktoren effektiven Mentorings. Dabei wird insbesondere die Wandlung des Mentoringbegriffs von einer One-to-one-Beziehung zu einem unterstützenden Netzwerk diskutiert sowie diverse Ansätze, die die Funktionen von Mentoring aus theoretischer Perspektive beleuchten. Schließlich werden empirische Ergebnisse zur Wirksamkeit von Mentoring dargestellt und es wird resümiert, welche Faktoren positive oder negative Verläufe von Mentoringbeziehungen begünstigen. Der Aufsatz schließt mit Schlussfolgerungen für die weitere Evaluationsforschung. Schlüsselwörter: Mentoring, Mentoringfunktionen, Nachwuchsförderung, NetzwerkeAbstract: Despite a high number of publications about mentoring there is still a lack of an overall accepted definition for this conception. In this paper different views of mentoring are compared and are critically analysed. Kinds of mentoring relationships, theoretical approaches concerning mentoring functions and relevant predictors of mentoring outcome are considered. Especially the change of the mentoring concept from a one-to-one-relationship to a supportive network is discussed and several approaches to highlight mentoring from a theoretical perspective are described. Finally a survey of empirical results is given about the effectiveness of mentoring and determinants are resumed which support a positive or negative mentoring outcome. The paper finishes with conclusions for further research.

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“…Although mentoring has many meanings, 54 it includes providing career advice and an understanding of the role to which the protegé aspires, as well as promotion, sponsorship, visibility, and collaboration. 55,56 Mentoring is especially critical as students are about to embark on their professional careers. 57 Faculty advisors also form professional relationships with students that often develop into strong personal relationships.…”

Section: Additional Socialization Dimensionsmentioning

confidence: 99%

Preparation for professional self-regulation

Braxton

Baird

2001

SCI ENG ETHICS

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This article asserts that graduate study should include preparation for participation in the process of self-regulation to assure the responsible conduct of research in the scientific community. This article outlines the various ways in which doctoral study can incorporate such preparation. These suggested ways include the inculcation of general attitudes and values about professional self-regulation, various ways doctoral study can be configured so that future scientists are prepared to participate in the deterrence, detection and sanctioning of scientific wrongdoing. The stages of doctoral study in the United States and their relevance to preparation for self-regulations are also discussed. Recommendations regarding an extended role for faculty advisors, graduate assistantships, coursework and departmental policies and activities are also advanced.

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Faculty Mentoring Faculty in a Public University

Cited by 80 publications

References 11 publications

Mentoring in a Post‐Affirmative Action World

Mentoring in a Post‐Affirmative Action World

Nachwuchsförderung durch Mentoring — eine kritische Bestandsaufnahme

Preparation for professional self-regulation

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