Mentoring to facilitate socialization: The case of the new faculty member

Cawyer, Carol Stringer; Simonds, Cheri J.; Davis, Shannon A.

doi:10.1080/09518390110111938

Cited by 122 publications

(79 citation statements)

References 36 publications

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“…It was suggested in the same study that mentors can help newcomers learn to become an effective and efficient member of the group. In another study about the relation between mentoring and socialization, Cawyer, Simonds, and Davis (2002) found that mentoring relationships help the new comers to develop and professional knowledge and skills in the new organization setting.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Organizational Socialization of Instructors in Higher Education

Ataman

Kondakçı

2016

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KeywordsThis study aims to investigate the relationship between organizational socialization and various organizational (type of university, training, work conditions, knowledge sharing) and individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, self-efficacy) level factors, both factors taken together focusing on the content, context and process dimensions of socialization. For this aim, data from 737 public and private university English language instructors were collected with an inventory consisting of three parts made up of self-developed and pre-developed scales. Taking each dimension of organizational socialization as a criterion variable, three sets of predictors were defined for three separate hierarchical regression analyses. The results revealed that socialization of instructors to the organization, department, and task are significantly predicted by several organizational and individual variables. Knowledge sharing and training are the strongest organizational level predictors while job satisfaction, selfefficacy for instructional strategies, and affective commitment are the strongest individual level predictors. The results suggest higher education administrators adapt organizational and individual level managerial strategies to facilitate organizational, department and task socialization in higher education organizations. Organizational socialization Faculty inductionHigher education Organizational commitment Self-efficacyArticle Info

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Section: Discussionmentioning

confidence: 99%

Predictors of Organizational Socialization of Instructors in Higher Education

Ataman

Kondakçı

2016

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“…When effective mentoring and networking do occur, however, they have been found to enhance the satisfaction and success of early career faculty (Cawyer, Simonds & Davis, 2002;DeJong, Hartman & Fisher-Hoult, 1994;Hardwick, 2005;de Janasz & Sullivan, 2003;Schrodt, Cawyer & Sanders, 2003;Smith, Whitman, Grant, Stanutz, Russett, & Rankin, 2001). It is important to note, however, that most of the mentoring research and programming has been based on traditional, hierarchical mentor/mentee relationships.…”

Section: Colleagueship and Communitymentioning

confidence: 99%

Understanding New Faculty Background, Aspirations, Challenges, and Growth

Austin

Sorcinelli

McDaniels

The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

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Early career faculty, defined as those within the first seven years of appointment to a faculty position or those who have not yet received tenure, contribute to the present and create the future of universities and colleges. This chapter contributes to deeper understanding of new faculty by addressing these issues: 1) the demographics of early career faculty; 2) the preparation they receive and the gaps in their graduate and postdoctoral backgrounds; 3) the abilities and skills early career faculty need to succeed in higher education; 4) the expectations early career faculty have for their careers and the challenges they experience in their new roles; 5) the strategies individual early career faculty and institutions can employ to enhance their professional growth; and 6) directions for future research Key Words: Early career faculty; New faculty; Demographics; Socialization; Preparation; Expectations; Motivations; Tenure process; Colleagueship; Community; Mentoring; Balance; Flexibility; Non-majority faculty; Strategies Early career faculty contribute to the present and create the future of universities and colleges. When a higher education institution recruits, selects, and hires a new faculty member, it is making a major investment of resources and trust. Ideally, the faculty member will thrive at the institution, finding intellectual excitement and professional and personal satisfaction as well as contributing his or her talents to achieving institutional missions and enhancing organizational excellence. Yet the success of new faculty members usually requires more than simply good hiring decisions. Institutional leaders and estab-

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“…The utility of mentoring Mentoring has proven to be successful under the right conditions insofar as the relationship between mentor and mentee can enable the early-career scholar to gain input and advice that is otherwise impossible (Cawyer, Simonds, & Davis, 2002;Dixon-Reeves, 2003). I think of a mentor as a coach who not only may tutor someone, but also is a guide or advocate (Gonzalez, 2006).…”

Section: Seek Feedbackmentioning

confidence: 99%