Mentoring to degree completion: expanding the horizons of doctoral protégés

Creighton, Linda M.; Creighton, Theodore B.; Parks, David J.

doi:10.1080/13611260903448342

Cited by 33 publications

(27 citation statements)

References 7 publications

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“…The amount of time and energy invested in PMP by the mentor and the mentees was considerable. This is consistent with previous research findings; mentoring is time-consuming and hard work (Byrne-Jimenez, 2009;Creighton, Creighton, & Parks, 2010;Valantasis, 2005). On the positive side, the mentor also learned from her mentees, and they learned from one another.…”

Section: The Final Group Meetingsupporting

confidence: 94%

“…For example, several researchers suggest a call to link the success of mentoring programs to: (a) the mission and goal setting objectives of the organizational unit through planning; (b) broad support by emphasizing the organizing structure of the mentoring groups; (c) the adoption of pro-active leadership practices; or (d) conducting ongoing and summative evaluating assessments of the mentoring programs as they evolve (Barrera, Braley, & Slate, 2010;Creighton, Creighton, & Parks, 2010;Hansford, Ehrich, & Tennent, 2004). More specifically, Creighton, Creighton, and Parks, (2010) advocated applying a mentoring model that included stringent planning, practice, and evaluating mechanisms.…”

Section: Purposementioning

confidence: 98%

“…She engaged in researching various mentoring models before designing PMP, and continued to engage in research as PMP evolved. She tried to incorporate suggestions she gleaned from her research of various mentoring models (directly and indirectly), and tried to apply the ideas of noted researchers to PMP, such as (a) specifically linking PMP to the culture and mission of the department, its specific goals and objectives, and the evaluation process (Barrera, Braley, & Slate, 2010;Creighton, Creighton, & Parks, 2010;Driscoll, et al, 2009;Hansford, Ehrich, & Tennent, 2004;Mullen, 2006;Wasburn, 2007;Zellers, Howard, & Barcic, 2008); (b) structuring the PMP mentees into a distinct peer mentoring group that was separate from the other untenured faculty in the department, which could support their identity (Driscoll, et al, 2009); (c) coaching the mentees as PMP evolved to enhance their leadership potential (Silver, Lochmiller, Copland, & Tripps, 2009); and (d) integrating communication and technological tools with PMP (Barron, Dawson, & Yendol-Hoppey, 2009;Rogers, McIntyre, & Jazzar, 2010).…”

Section: The Final Group Meetingmentioning

confidence: 99%

See 2 more Smart Citations

Fostering Sustainability: A Case Study of a Pilot Mentoring Program at a Private University

Marcellino

2011

Mentoring & Tutoring: Partnership in Learning

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The purpose of this paper is to provide documentation of a one year Pilot Mentoring Program (PMP) that was implemented within a department at a school of education within a private university. PMP was tied to the culture and specific needs of the department. It included seven newly hired faculty members and their mentor who were from various programs within the department. Even though PMP evolved over the course of an academic year, and was labeled a formal mentoring program, it was restricted to a trial basis. As PMP evolved, an exploratory qualitative action-research study was conducted.

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Section: The Final Group Meetingsupporting

confidence: 94%

Section: Purposementioning

confidence: 98%

Section: The Final Group Meetingmentioning

confidence: 99%

See 1 more Smart Citation

Fostering Sustainability: A Case Study of a Pilot Mentoring Program at a Private University

Marcellino

2011

Mentoring & Tutoring: Partnership in Learning

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“…Still others, such as management educators, have explored and deepened our understanding of what occurs "between the what and the how of doctoral supervision" (Wright, Murray, & Geale, 2007). Creighton, Creighton, and Parks (2010) contend that the student-faculty mentoring relationship is the most significant factor in predicting degree completion. From the perspective of online faculty, Nieto's (2016) work reveals essential characteristics for mentoring doctoral dissertations across professional, psychosocial, and career domains.…”

Section: Resultsmentioning

confidence: 99%

The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership

Flora¹

2017

IJDS

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Aim/Purpose: Much has been written in academia about the meaningful relationship between doctoral students and their respective dissertation chairs. However, an often-overlooked benefit of the dissertation research process as a whole is its potential to professionally and personally transform the capacities of all concerned – the doctoral candidate, mentor/major professor, and committee. Background: From the exclusive perspective of the doctoral Chair/mentor, this qualitative study explores the potentially transformative power of the dissertation process as it relates to scholarly leadership. Methodology: In order to most accurately address the study’s research questions and to best capture the lived experiences of 4 purposefully selected doctoral chairs, each with varying degrees of dissertation guidance experience, the study was inten-tionally designed to leverage the phenomenological method. Data was collected through a series of in-person and phone interviews (each co-researcher was interviewed 3 times) and subsequently coded to determine emerging themes and categories relative to the co-researchers’ lived experiences as doctoral mentors. Contribution: Specific findings about what scholarly leadership means relative to doctoral student/mentor interactions, including how this pivotal relationship can be enhanced, support and contribute to current global higher education literature calling for increased understanding of and accountability within doctoral education as a whole. Such will further inform and enhance current mentoring best practices of graduate and undergraduate students alike. Findings: As a rich experiential education and learning opportunity, the essence of scholarly leadership features four essential elements: acting with authenticity, facilitating growth or change, holding vision, and acknowledging deficiency. Recommendations for Practitioners: It is recommended that practitioners of doctoral education, particularly at the dissertation Chair/mentor level, as well as institutionally, first genuinely value the results of this study, and, in turn, authentically and consistently implement such best practices in order to meaningfully enhance the quality of the overall doctoral experience. Recommendation for Researchers: Implicit below Impact on Society: Implementation of the study’s findings likewise has the potential to positively actualize the lives of doctoral mentors/major professors in their roles as educators, scholars, and life-long learners. Future Research: Further research is necessary to determine the relationship between scholarly research and each of its attendant essential elements: authenticity, facilitative behavior, vision, and deficiency.

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“…To ameliorate this situation, we provide quantitative evidence, an inventory of mentoring and of training practices, and one important metric of success in doctoral education-that is written research output such as manuscripts written and journal articles. In regards to DMP and research productivity, many studies have examined this relationship among respondents who had already obtained their doctorate [49]. Here, we provide a quantitative analysis of the main components of DMP and research productivity during graduate schooling.…”

Section: Dmp and Research Productivitymentioning

confidence: 99%

Research experiences and mentoring practices in selected east asian graduate programs: Predictors of research productivity among doctoral students in molecular biology

Ynalvez

Garza‐Gongora

Ynalvez

et al. 2014

Biochem Molecular Bio Educ

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Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research productivity, doctoral mentoring practices (DMP), and doctoral research experiences (DRE) of mentees in programs in the non-West. Inspired by previous findings that early career productivity is a strong predictor of later productivity, we examine the research productivity of 210 molecular biology doctoral students in selected programs in Japan, Singapore, and Taiwan. Using principal component (PC) analysis, we derive two sets of PCs: one set from 15 DMP and another set from 16 DRE items. We model research productivity using Poisson and negativebinomial regression models with these sets as predictors. Our findings suggest a need to re-think extant practices and to allocate resources toward professional career development in training future scientists. We contend that doctoral science training must not only be an occasion for future scientists to learn scientific and technical skills, but it must also be the opportunity to experience, to acquire, and to hone research management skills. V C 2014 by The International Union of Biochemistry and Molecular Biology, 42(4):305-322, 2014.

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Mentoring to degree completion: expanding the horizons of doctoral protégés

Cited by 33 publications

References 7 publications

Fostering Sustainability: A Case Study of a Pilot Mentoring Program at a Private University

Fostering Sustainability: A Case Study of a Pilot Mentoring Program at a Private University

The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership

Research experiences and mentoring practices in selected east asian graduate programs: Predictors of research productivity among doctoral students in molecular biology

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