Mentoring in Saudi higher education: considering the role of culture in academic development

Abstract

Although many studies indicate that mentoring is an effective approach to developing leadership skills, there is no empirical research that provides support for the idea that mentoring can be effective in the cultural context of the Saudi system of higher education. The present study elicited the views of twelve university administrators participating in a year-long mentorship program. The study employed qualitative data collection methods through interviews and journals. Findings illustrate that mentees benefitted from the program when trust was established. Mentors, on the other hand, sometimes confused their mentorship role with that of supervising, rather than guiding, their mentees. Power relations, gender differences, age gaps, and other cultural-related issues were identified as factors that contributed to the program's (in)effectiveness.

Peer Observation of Teaching in EFL Classrooms in Saudi Universities: Challenges and Applications

“…Recently, peer observation has gained significant attention in the higher education sector of Saudi Arabia, especially in contexts similar to our study (see Deraney & AlGhamdi, 2020;Alkhatnai, 2021;Deraney, 2022). This has been evidenced by the growing literature on the topic, including works by Ali (2012), Shousha (2015), andTawalbeh (2020).…”

“Because more trust now”: The Role of Peer Observation of Teaching in Building a Faculty Community of Practice

“…In the context of this study, the relatively recent launch of faculty development in higher education in Saudi Arabia, over the last 13 years, was largely in response to enhanced teaching quality standards and standardized student qualifications and accreditation (Muammar & Deraney, 2019). As a result, within the last decade, faculty development research in Saudi higher education has grown substantially with studies primarily focused on the overall need for faculty development (Al-Hattami et al, 2013) and the impact of programs such as mentoring and in-depth continuing education programs (Alghamdi, 2018;Alkhatnai, 2021;AlRweithy & Alsaleem, 2015;Deraney & Al-Ghamdi, 2020;Deraney & Khanfar, 2020;Muammar & Deraney, 2019;Muammar & Alkathiri, 2021). However, as in the international context, few studies, if any, heretofore have focused on the challenges, practices, or academic growth within faculty development communities in Saudi Arabian higher education.…”

An Evaluation of Mentorship for Hospital Residents in Saudi Arabia: A Qualitative study using Semi-structured Interviews

“…Similarly in a study from Saudi higher education, ‘mentees benefitted from the program when trust was established’. ( AlKhatnai, 2023 ).…”