Managing Perceived Coping Behavior While Mentoring Doctoral Students

Salais, Robert; Kohun, Frederick Gregg

doi:10.28945/1288

Cited by 6 publications

(3 citation statements)

References 14 publications

(15 reference statements)

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“…Even in the second core element of investment, the faculty role is implied as students interact with their faculty, and "learn the ropes" through observation of their faculty members (p. 63). In one of the few empirical studies examining the view of doctoral faculty related to their advising practices, Barnes and Austin (2009) found that the exemplary advisors they interviewed felt their roles to include helping their students be successful, such as through assessing their students' needs, helping them progress, and helping them deal with failure, a finding echoed by Samuel and Kohun (2010). In addition, the faculty felt their roles were to assist students to develop as researchers and professionals through helping their students become independent in their research projects and assisting them in networking efforts.…”

Section: The Faculty Role In Doctoral Student Socializationmentioning

confidence: 99%

Faculty Perspectives on Doctoral Student Socialization in Five Disciplines

Gardner

2010

IJDS

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Socialization has become a common framework through which to view the doctoral student experience. A growing body of literature has examined the student perspective of this socialization experience but the perspective of the faculty member has been relatively absent in these discussions, despite the vital role they play in the process. Sixteen doctoral faculty members in the disciplines of engineering, oceanography, psychology, history, and a self-designed interdisciplinary program at one institution were interviewed to determine their perspectives on the doctoral student socialization process and their role in it. Using Bragg's (1976) and Weidman, Twale, and Stein's ( 2001) framework of socialization to analyze these interviews, findings emerged regarding faculty perspectives often on programmatic and structural components but rarely on the role of peers or their own informal role in the socialization process. Implications for policy, practice, and future research are included.

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Section: The Faculty Role In Doctoral Student Socializationmentioning

confidence: 99%

Faculty Perspectives on Doctoral Student Socialization in Five Disciplines

Gardner

2010

IJDS

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“…There has been extensive research done on effective faculty/student mentoring relationships in academia (L. E. Anderson & Carta-Falsa, 2002;Luna & Cullen, 1998;Paglis, Green, & Bauer, 2006;Rose, 2003;Samuel & Kohun, 2010). Mentoring has been defined by E. M. Anderson and Shannon (1988) as: a nurturing process in which a more skilled or more experienced person, serving as a role model, teaches, sponsors, encourages, counsels and befriends a less skilled or less experienced person for the purpose of promoting the latter's professional and /or personal development.…”

Section: Microenvironment: Faculty: Advisor/mentoringmentioning

confidence: 99%

Educating Knowledgeable and Skilled Researchers in Doctoral Programs in Schools of Education: A New Model

Leech

2012

IJDS

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To better understand how skilled and knowledgeable researchers develop in schools of education, the process of becoming a successful researcher needs to be explored. The purpose of the paper is to present three theories/studies including scientific and technical human capital, Levine's study of schools of education, and Lovitts' model of the factors that lead doctoral students to be successful researchers; to review the extant literature; and to delineate a new model to assist faculty in thinking about educating skilled and knowledgeable researchers. It is hoped that this new model will advance our understanding about what it takes to educate skilled and knowledgeable researchers in schools of education.

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“…The historically separate worlds of work and learning originally focused on predominantly left-brain thinking and teaching. This was evident in the service economy, where knowledge workers excelled in left-brain thinking and were distinguished for 'their ability to acquire and apply theoretical and analytical Harypursat, 2005;Herrmann, 2005;Jensen, 2007;Kruger, 2008;Neethling & Rutherford, 2005;Samuel & Kohun, 2010;Sternberg, 1994;Van Niekerk, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

What will it take to make a successful administrative professional in the fourth industrial revolution?

Venter

Herbst

Iwu

2019

SA j. hum. resour. manag.

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Orientation: The rapid economic developments of the last decade have been driven by the impact of revolutionary developments in information and communication technologies. These technological developments have irreversibly and significantly affected the role of an administrative professional with regard to assimilation, processing and utilisation of information.Research purpose: This study investigates the impact of global and national key drivers of change and transformation on the skills requirements of administrative professionals with the aim of developing a future-focused success profile to enable them to be effective in the new world of work.Motivation for the study: The study is motivated by the personal experience of one of the researchers, and her observation of the impact of technological advances and the necessity for administrative professionals to integrate new skills, knowledge and attitudes into the new world of work.Research approach/design and method: This study followed a mixed methods approach, using both pragmatist and constructivist paradigms. The pragmatist approach provides meaning through the natural work environment of an administrative professional, whilst a constructivist approach is followed to compile a whole-brain success profile. From a sample of 354, a total of 219 responses were received, which represent a response rate of 62%. Data were collected through a visual analogue scale-type questionnaire.Main findings: The findings reveal that the skill requirements for the future success of an administrative professional involve proficiency to function from all quadrants of the whole-brain model.Practical/managerial implications: The curricula of undergraduate qualifications should be adapted to allow for shorter credit-bearing skill modules in line with the latest trends in technology, because the profession of administrative professionals is mainly skill-based. In addition, owing to the focus of the study on the new world of work, the findings could be related to most occupations.Contribution or value-add: This study contributes to the construction of a future-focused whole-brain model, according to the functional skills, essential skills and emerging skills required for optimal effectiveness of administrative professionals in the future-focused world of work.

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Managing Perceived Coping Behavior While Mentoring Doctoral Students

Cited by 6 publications

References 14 publications

Faculty Perspectives on Doctoral Student Socialization in Five Disciplines

Faculty Perspectives on Doctoral Student Socialization in Five Disciplines

Educating Knowledgeable and Skilled Researchers in Doctoral Programs in Schools of Education: A New Model

What will it take to make a successful administrative professional in the fourth industrial revolution?

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