Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars

Driscoll, Lisa G.; Parkes, Kelly A.; Tilley-Lubbs, Gresilda A.; Brill, Jennifer M.; Bannister, Vanessa R. Pitts

doi:10.1080/13611260802699532

Cited by 122 publications

(112 citation statements)

References 19 publications

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“…In some studies up to 25% of participants who were mentored reported low levels of satisfaction with this relationship (Singh et al, 2014). Unsuccessful mentoring can have adverse effects on both individuals and their organisations (Driscoll et al, 2009;Green & Jackson, 2013 Assigned mentoring relationships may be problematic due to a lack of shared values or complimentary interpersonal qualities (Jackson et al, 2003;Sambunjak et al, 2009;Straus et al, 2009). These concerns are supported by Potter and Tolson (2014) who advocate for mentoring relationships to be matched closely for personality, aspirations and expectations.…”

Section: Literature Reviewmentioning

confidence: 99%

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

et al. 2015

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(2015). Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics. Contemporary Nurse, 51 (1), 69-82.Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics AbstractPurpose: This study explores the experiences and perceptions of academic nurse mentors supporting early career nurse academics (ECNAs). Methods: Interviews were undertaken with mentors following a mentoring partnership with ECNAs. Data were transcribed verbatim and analysed using a process of thematic analysis. Findings: Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries and managing expectations. Conclusions: This study provides a unique insight into the experiences of mentoring within the context of an academic leadership programme for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development. Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce. Methods: Interviews were undertaken with mentors following a mentoring partnership with early career nurse academics, embedded within a leadership development program. Data were transcribed verbatim and analysed using a process of thematic analysis. Disciplines Medicine and Health Sciences | Social and Behavioral Sciences Findings:Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries; and managing expectations. Whilst all mentors were committed to developing and supporting their mentees, all felt that the relationships primarily existed to meet the mentees needs. Conclusions:With the aging nurse academic workforce there is a need for succession planning and professional development of early career academics. This study provides a unique insight into the experiences of mentoring within the context of an academic leadership program for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development.Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce.

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Section: Literature Reviewmentioning

confidence: 99%

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

et al. 2015

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“…For instance, whilst supervisors are generally acknowledged as playing a crucial role, their role often lacks clarity and the degree to which they support research fellows varies [10]. Likewise, collaborative relationships in the form of peer mentoring have been reported as potentially beneficial for ECRs [18]. However, research fellows report that they find it hard to find their peer research fellows and establish relationships with them because it can be difficult to identify them from other staff [6].…”

Section: Literature Reviewmentioning

confidence: 94%

Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

Turunen

Wong

Bristol

et al. 2014

Education Research International

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Postdoctoral research fellowships are a recent phenomenon in teacher education and little has been documented about them. This paper presents findings from a study in which the experiences of research fellows in a rural university were investigated. The data were gathered as audio recordings from peer mentoring meetings, notes from these meetings, individual reflective journals, and interviews conducted with six key informants. The analysis highlights that the experience of research fellowships was marked by a need to negotiate four competing, though not necessarily exclusive, demands related to the institute's research productivity, its research culture and teaching, and personal professional goals. A range of institutional practices and individual characteristics mediated these negotiations.

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“…Mentoring relationships among peers provide another essential cornerstone of doctoral student support (Driscoll et al, 2009). Peer mentors offer stability and foster interdependence in the institutional culture of higher education.…”

Section: Mentoringmentioning

confidence: 99%

“…Building a collaborative departmental community in higher education engages students with faculty and peers, facilitates a supportive environment, and provides maximum opportunities for scholarly success that lead to graduation (Driscoll et al, 2009;Mullen, Fish, & Hutinger, 2010).…”

Section: Collaboration Among Faculty and Studentsmentioning

confidence: 99%

Building a Community of Researchers Using the Research Mentoring Model

Nolte¹,

Bruce²,

Becker³

2015

JCPS

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The development of a community environment and strong mentoring relationships is integral in helping doctoral students complete their degrees. Of the stages comprising a student's academic career, effective conceptualization and writing of the dissertation proves the most challenging and may result in failure to complete a doctoral degree. The researchers developed and used their Research Mentoring Model (RMM) to help doctoral students identify research topics, move into a researcher identity, and develop a sense community. This hermeneutic phenomenological sought to understand the experience of the five first year doctoral students participants. All were enrolled in a CACREP accredited Counselor Education and Supervision program of a western university. Each student was the Focus Person during participated in a structured, 90-minute mentoring to explore the possible directions of dissertation research. The sessions were attended by faculty and advanced doctoral students who provide feedback and discuss possible research. The five first year students were then interviewed about their experiences with the RMM. The themes that emerged from the individual interviews included: experiencing a sense of community, developing a researcher identity, increasing confidence, self-efficacy and motivation, as well as finding support from peers and faculty. The Article concludes with limitations, reflections and directions for future research. Earning a doctoral degree is a complex process that involves the crossing of several thresholds leading to successful graduation (Kiley, 2010; McAlpine & Lucas, 2011;Protivnak & Foss, 2009). Across disciplines, the doctoral dissertation is historically the final requirement between a doctoral candidate and the completion of a doctoral degree (Aitchison, Catterall, Ross, & Burgin, 2011;Pillay & Kritzinger, 2007). Of the stages that comprise a student's academic career, the dissertation process often prove the most challenging and may result in degree noncompletion (Carter, 2011;Gardner, 2010;Kiley & Wisker, 2009) Despite the tolerable completion rates in Counselor Education, there remain serious consequences for institutions and their students who do not graduate. Energy, time, and financial resources seem wasted for students who discontinue their academic path. What can be done?Building a community of faculty and doctoral student researchers may minimize the attrition rate, support doctoral students to move into a research identity, and enhance motivation toward graduation (Griffiths, Thompson, & Hryniewicz, 2010). Thus, the purpose of this study was to investigate the creation of a research community and collateral activities meant to support doctoral students through the dissertation process.For the current research study, the community of researchers is defined as a group of university faculty, especially dissertation advisors, and doctoral students at various stages in their doctoral work. Community members provide support and feedback, as well as ensure accountability, whi...

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Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars

Cited by 122 publications

References 19 publications

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

Building a Community of Researchers Using the Research Mentoring Model

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