Mentoring by the Community College Professor: One Role Among Many

Galbraith, Michael W.; James, Waynne B.

doi:10.1080/10668920390277073

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…Mentoring in higher education can be described as ‘… the process by which a student or mentee is positively socialised by a faculty member or mentor into the institution and/or profession’ (Strayhorn and Terrell, 2007: 70). The mentor often serves multiple roles – role model, teacher, advisor, guide and resource (Biaggio, 2001; Galbraith and James, 2004). Mentoring has long been associated with preparing graduates for the workforce, but it has also taken on more of a retention and development strategy for undergraduates, especially for first year students (Jacobi, 1991).…”

Section: Formal Mentoring Programmes In Higher Educationmentioning

confidence: 99%

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Cornelius

Wood

Lai

2016

Active Learning in Higher Education

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Formal mentoring programmes continue to gain popularity in higher education, mirroring trends in industry. The study described in this article examines the design features of a formal mentoring programme for first year undergraduates and focused on three key aspects – the matching process, training and orientation, and interaction frequency. The programme allows mentees to interact vertically with academics and horizontally with peer mentors. The results indicate that students completing the programme have positive transition experiences and become more engaged and integrated into the university. The experience gained in this study can be transferred to other higher education institutions that are in the process of either designing or implementing formal mentoring programmes. Implications of formal mentoring programmes and recommendations for future research are discussed.

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Section: Formal Mentoring Programmes In Higher Educationmentioning

confidence: 99%

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Cornelius

Wood

Lai

2016

Active Learning in Higher Education

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“…Mentoring relationship is traditionally considered to be more of informal than formal relationship, and exists between senior fellow (mentor) who are paired with younger fellows (prot eg e) in an establishment. Galbraith (2001) stated that "informal mentoring is a relationship that occurs that is unplanned, and, in most cases, not expected. Certain 'chemistry' emerges drawing two individuals together for the purpose of professional, personal and psychological growth and development".…”

Section: Forms Of Mentoringmentioning

confidence: 99%

Drivers of mentoring practices in construction related firms: Nigerian quantity surveying firms' perspective

Otasowie

Oke²

2022

ECAM

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PurposeThe paper assessed the required drivers of mentoring practices in construction-related firms: a perspective of the quantity surveying (QS) firms in Nigeria with a view to providing possible drivers for effective mentoring relationships in the respective construction firms.Design/methodology/approachSurvey design was used to assess the level of knowledge, mentoring concept adoption and the required drivers of mentoring relationships in construction-related firms. QS firms in Abuja, Nigeria were sampled through the use of semi-structured questionnaires. A total of 149 questionnaires were administered to principal partners, partners, senior quantity surveyors and quantity surveyors in QS firms in Abuja through personal delivery. A total of 142 of them were returned and found suitable for analysis, representing 95.30% effective response rate. Percentage, mean, Kruskal–Wallis and factor analyses were utilized for the analysis of the data.FindingsThe study revealed an appreciable knowledge of mentoring concept but not so much with the adoption in the respective firms. This connotes that there is a problem with the adoption of mentoring concept in construction-related firms despite knowledge of the concept. Also revealed by the study, are the required drivers of mentoring practices in construction-related firms.Practical implicationsThe findings show the required drivers of mentoring practices in construction-related firms and the recommendations to further the adoption and implementation of these drivers to ensure mentoring practices thrive in construction-related firms in the country.Originality/valueThis paper reveals the required drivers of mentoring practices in Nigerian construction-related firms and provides ways through which the drivers can be implemented in the construction firms.

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“…This finding is not surprising, because working on a faculty member's research team provides students with opportunities for professional development, increased confidence, and role modeling, all of which could be valuable in helping students reach their academic or professional goals (Mangione, Borden, Nadkarni, Evarts, & Hyde, 2018). Furthermore, the mentoring dynamics in academia serve unique functions that are different from the mentoring dynamics of other environments (Galbraith & James, 2004). For instance, undergraduate students often volunteer their time to work in research, and they rely on their mentors to support their future aspirations and to guide them to their next steps.…”

Section: Importance Of Mentorsmentioning

confidence: 99%

“…Students were able to gain hands-on experience, learn about research methods and techniques, and, in some cases, author research presentations and publications. Thus, the role of a mentor in many institutions changed from offering pragmatic advice about a mentee’s strengths and weaknesses (Kwan & Lopez-Real, 2006) to a more dynamic and reciprocal relationship (Biaggio, 2001; Galbraith & James, 2004). As a result of this change, university retention rates for those involved in research increased (Nagda, Gregerman, Jonides, von Hippel, & Lerner, 1998), and involvement in research was related to higher grade point averages (Campbell & Campbell, 2000).…”

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confidence: 99%

In the Eye of the Beholder: Students’ Views of Mentors in Psychology

Cronan

Liew

Stal

et al. 2019

Teaching of Psychology

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The purpose of the present study was to determine whether students’ views of mentors have changed as a function of the increased number of faculty members conducting research and the inclusion of undergraduate students in faculty mentors’ research teams, using reports from current students. The participants were 227 undergraduate, master’s, and doctoral students at two large, Western public universities located in the United States. One institution was a research-intensive university and the other was not. Students were asked to complete a questionnaire about whether they had a mentor, the characteristics of their mentors, and their perceptions of their mentors. The findings indicated that 28.5% of undergraduates and 95% of graduate students had mentors. Undergraduate students were significantly more likely to choose mentors for being inspiring instructors, and graduate students were significantly more likely to choose mentors because of interest in their research. The most important characteristic of both good and bad mentors was personality. Students at all levels perceived their mentors as very interested in their futures. Mentor satisfaction was high among students at all levels. The findings are encouraging, and they provide evidence that psychology has adapted well to the increased number of faculty conducting research and to the inclusion of undergraduate students in research.

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Mentoring by the Community College Professor: One Role Among Many

Cited by 8 publications

References 3 publications

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Drivers of mentoring practices in construction related firms: Nigerian quantity surveying firms' perspective

In the Eye of the Beholder: Students’ Views of Mentors in Psychology

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