Nobody’s talking to the mentees

Black, V. G.; Taylor, ZW

doi:10.1080/13611267.2018.1561027

Cited by 9 publications

(10 citation statements)

References 24 publications

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“…Even the best mentor programs can face challenges from mentee students. Students may not understand what mentor opportunities are available to them (Black & Taylor, 2018;Ehrich et al, 2004). They may not feel a connection with their mentor, they may prefer a different mentoring style than is offered to them, or they may want more time with the mentor than the mentor has available and consequently become dissatisfied with the relationship.…”

Section: The Challenges Of Mentoringmentioning

confidence: 99%

“…In the research, structured programs also provided a standard for mentoring that is useful in working with unknown backgrounds and beliefs of mentors (Martin & Bok, 2015). One aspect of establishing a mentoring program standard is clearly identifying the roles of the individuals involved in the program, including mentors, students, administrators, and other volunteers (Black & Taylor, 2018). In a Black and Taylor (2018) study that reviewed 187 higher education mentoring program websites at Texas four-year public colleges and universities, only approximately onethird of programs (37%) identified these roles.…”

Section: Types Of Mentoring Programsmentioning

confidence: 99%

“…Mentoring programs can improve contact and website content to provide better online information about mentoring to both students and possible mentor candidates. One study in the review showed that almost 10 percent of mentoring program websites did not provide a method of contact (Black & Taylor, 2018). Without current information on a website, students may not seek further mentoring help, nor mentors seek additional information about mentoring.…”

Section: Implications For Practicementioning

confidence: 99%

“…Creating an evaluation plan to assess student perceptions of advising can improve mentoring services (Anderson et al, 2014). Evaluations will also help mentors and mentees feel valued and let mentoring programs know what areas need improvement (Black & Taylor, 2018). Evaluation of the program structure can lead to improved mentoring.…”

Section: Implications For Practicementioning

confidence: 99%

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Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Andersen

West

2020

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This article is a literature review of mentoring and higher education academic literature from 2008-2018. The review analyzed what makes an effective mentor and what are the implications of practice for those strategies. This article is for higher education leaders, mentoring programs, and mentors who want to improve their traditional and online mentoring programs and mentoring practices. After narrowing the search terms, the researcher searched EBSCO and ERIC databases and this search produced a combined total of 256 results. These articles were further narrowed to 34 articles that met the keyword search and exclusion criteria. The remaining articles are the focus of the literature review analysis for mentoring and higher education literature. The review produced three major themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The researcher further examined the themes in detail and provided information about retention, persistence, long-term benefits of mentoring, student interaction, student support, role models, types of mentoring programs, platforms for mentoring, and mentor training. The review concludes with suggestions for further research, including recommendations for mentor training and online mentoring.

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Section: The Challenges Of Mentoringmentioning

confidence: 99%

Section: Types Of Mentoring Programsmentioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

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Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Andersen

West

2020

Red

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show abstract

“…Since the first website was published in 1991, institutions of higher education have used technology to share information about their institution with a worldwide audience. In postsecondary mentoring contexts, studies have found that many institutions of higher education publish mentoring program information on their institutional website to share the aims and goals of the mentoring program, how the mentoring program can facilitate mentor and mentee participation and how both mentors and mentees can benefit from their involvement with the mentoring program (Black and Taylor, 2018;Taylor and Black, 2018;Crisp et al, 2017).…”

mentioning

confidence: 99%

Mentoring.ca: types of mentoring programs featured on Canadian postsecondary education websites

Hobson

Taylor

2020

IJMCE

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PurposeNo research to date has explored mentoring programs on Canadian postsecondary institution websites or the kinds of mentoring programs, if any, that are present online. This study examined 96 unique Canadian postsecondary institutional websites and the online presence of 420 unique postsecondary mentoring programs.Design/methodology/approachThe researchers employed content analysis and emergent coding strategies to evaluate mentoring program information published on Canadian postsecondary websites.FindingsThe findings suggest that most mentoring programs with an online presence were peer (student-to-student or faculty-to-faculty) programs, followed by community member-to-student programs. Further, few programs (16) were student-to-faculty oriented, indicating that students could struggle to seek faculty mentorship if they desired it. However, of the 420 programs with an online presence, dozens of programs lacked enough information for the researchers to determine the stakeholders or purpose of the programs.Originality/valueAs the first study of its kind to evaluate mentoring program communication on Canadian postsecondary websites, this work informs mentoring program administrators on how to better communicate what their programs offer. Certain Canadian postsecondary institutions had an online presence for many more programs than did other institutions; for example, the University of Waterloo shared information on their website about 21 unique mentoring programs on its campus, whereas MacEwan University shared information about just two unique programs. This chasm represents a great deal of future research into the practice of how professionals communicate mentoring programs on postsecondary websites.

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Key Communication Skills for Mentees

Gupta

Patel

2022

Journal of the American College of Radiology

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Nobody’s talking to the mentees

Cited by 9 publications

References 24 publications

Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Mentoring.ca: types of mentoring programs featured on Canadian postsecondary education websites

Key Communication Skills for Mentees

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