Mentors and College Student Leadership Outcomes: The Importance of Position and Process

Campbell, Corbin M.; Smith, Meredith; Dugan, John P.; Komives, Susan R.

doi:10.1353/rhe.2012.0037

Cited by 93 publications

(133 citation statements)

References 66 publications

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“…The reviewed research extends prior knowledge regarding potential benefits of mentoring for both the protégé (student) and mentor (Amaral & Vala, 2009;Campbell, Smith, Dugan, & Komives, 2012), sensemaking of the mentoring relationship and associated experiences (Griffin, 2013;Luna & Prieto, 2009), and mentoring as related to civic outcomes such as social responsibility and socially responsive leadership (Haddock et al, 2013). Qualitative findings also add to knowledge regarding the mentee and mentor matching process, students' and mentors' expectations for mentoring relationships, and what mentoring looks like in the context of particular disciplines and programs.…”

Section: Synthesis Of Key Findingsmentioning

confidence: 66%

“…Grounded by the social change model of leadership development (Higher Education Research Institute, 1996), the researchers found that both faculty and peer mentoring relationships predicted measures of socially responsive leadership. Similarly, findings by Campbell et al (2012) suggest that mentoring is positively related to students' leadership capacity. Results also suggest that students who have faculty mentors may benefit more from mentoring when compared to students who are mentored by student affairs mentors.…”

Section: College Adjustment and Developmentmentioning

confidence: 89%

“…Additionally, the large majority of the reviewed studies were limited to mentoring experiences at a single institution. One of the potentially most generalizable studies was a study about leadership development by Campbell, Smith, Dugan, and Komives (2012) that included data collected from 101 institutions.…”

Section: Description Of Reviewed Mentoring Scholarshipmentioning

confidence: 99%

See 2 more Smart Citations

Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

104

142

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Section: Synthesis Of Key Findingsmentioning

confidence: 66%

Section: College Adjustment and Developmentmentioning

confidence: 89%

See 1 more Smart Citation

Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

104

142

View full text Add to dashboard Cite

“…Many higher education organizations worldwide are developing peer mentoring relationships. A broad diversity of models for mentoring in these settings has been studied and the benefits of mentoring are confirmed by many authors (Allen, Russell, & Maetzke, 1997;Campbell, Smith, Dugan, & Komives, 2012;Colvin & Ashman, 2010;Dawson, 2014;Fleck & Mullins, 2012;Fox & Stevenson, 2004;Goff, 2011;Hall, & Jaugietis, 2011;Heirdsfield et al, 2008;Holt & Berwise, 2012;Horowitz & Christopher, 2012;Hryciw, Tangalakis, Supple, & Best, 2013;Lynn, 2010;Reddick, Griffin, Cherwitc, Cerda-Prazak, & Bunch, 2012;Reyes, 2012;T. Smith, 2008;D.…”

Section: Literature Reviewmentioning

confidence: 94%

“…Willis, Bland, Manka, and Craft (2012) investigated peer mentoring in an educational setting and confirmed social skills were developed through positive mentoring experiences. Further to the concept of leadership capacity enhancement for mentors in higher education settings, Campbell et al (2012) supported mentoring as a key influence on leadership development in American college settings, with an emphasis on the development of leadership skills amongst the protégés in the relationship. In a study by Harris (2013), data on students' perceptions of mentoring relationships in a higher education setting clustered into the general categories of "personal support, professional development, and role modelling" (p. 87).…”

Section: Literature Reviewmentioning

confidence: 99%

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

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Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year accounting students. We used an exploratory research method based on a qualitative analysis of 34 semi-structured interviews. Our research intends to answer these question: To what extent is a mandatory Student Peer Mentorship Project useful for second and third year Baccalaureate accounting students in developing their interpersonal and communication skills and leadership capacity?; and How can this experience be transferable to the workplace? The main results show that the mentoring experience has provided Baccalaureate students’ with the opportunity to develop their soft-skills, both interpersonal and communication skills, and has improved their leadership capacity. They took diverse actions to motivate their mentees to succeed, drawing on their own past experience of the school, program, courses, and their professors. They provided mentees with information on what to expect in the first semester in their courses as well as where, how, and when to study. These students mentioned that their intrinsic motivation, their personal satisfaction, and their leadership capacity had increased by helping and supporting their mentees. Also, they felt that they improved their communication skills through the ability to provide information and meet and support new accounting students. Finally, their experience seems as valuable for them as for their mentees and is transferable to the workplace. Il a été démontré que le mentorat améliorait l’engagement, la participation et la compréhension dans le milieu de travail grâce au développement de compétences non techniques et de capacités d’encadrement. Cette recherche identifie et décrit les représentations sociales d’étudiants de deuxième et troisième année de premier cycle en comptabilité reliées à leur expérience d’avoir agi à titre de mentors pour des étudiants de première année en comptabilité. Nous avons utilisé une méthode de recherche exploratoire basée sur l’analyse qualitative de 34 interviews semi-structurées. Notre recherche a pour but de répondre aux questions suivantes : 1) dans quelle mesure un projet de mentorat par les pairs obligatoire serait-il utile aux étudiants de deuxième et troisième année de premier cycle en comptabilité et les aiderait à développer leurs compétences inter-personnelles et en communication, ainsi que leurs capacités d’encadrement? et 2) comment cette expérience peut-elle être transférable au milieu de travail? Les résultats principaux indiquent que l’expérience de mentorat a donné aux étudiants qui ont agi à titre de mentors l’occasion de développer leurs compétences non techniques ainsi que leurs compétences interpersonnelles et en communication, et qu’elle leur a permis d’améliorer leurs capacités d’encadrement. Ces étudiants ont agi de diverses manières pour motiver leurs mentorés à réussir, en puisant dans leur propre expérience passée de l’école, du programme, des cours et de leurs professeurs. Ils ont fourni aux mentorés des renseignements sur ce à quoi ceux-ci devaient s’attendre lors du premier semestre de leurs études et leur ont indiqué quoi, comment et quand étudier. Ces étudiants ont mentionné que leur motivation intrinsèque, leur satisfaction personnelle et leurs capacités d’encadrement avaient augmenté quand ils ont aidé et soutenu leurs mentorés. Ils ont également indiqué qu’ils pensaient avoir amélioré leurs compétences en communication grâce au fait qu’ils avaient été en mesure de donner les renseignements appropriés aux nouveaux étudiants en comptabilité, de répondre à leurs besoins et de les soutenir. Pour finir, leur expérience semble avoir autant de valeur pour eux que pour leurs mentorés et elle est transférable au milieu de travail.

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