Student-President Reverse Mentoring at Universities: Maltepe University Case

Gündüz, Şafak; Aksit, Belma

doi:10.2399/yod.18.019

Cited by 7 publications

(4 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is indeed revealing to trace the usage of reverse mentoring from the point of its inception to the current day where reverse mentoring has been used in a much more innovative way to close the diversity gap between the junior and the senior employees. As noted in our findings, traditionally reverse mentoring has been considered to be an effective intervention in closing the generation gap by targeted skill development of the senior employees to bring them up to speed with technology (Alvarez et al, 2005;Burdett, 2014;Cotugna and Vickery, 1998;Kaše et al, 2019;Murphy and Adams, 2005) and more recently with social media skills (Gündüz and Aks it, 2018;Hays and Swanson, 2012;Kaše et al, 2019;Morris, 2017;Tays ır and Ülgen, 2017). In the light of this review, we can predict that as long as technology keeps evolving, reverse mentoring will continue to find its application in organizations that are progressive and more technology dependent.…”

Section: Discussionmentioning

confidence: 51%

“…Far fewer number of studies adopted quantitative (13%), mixed-method (7%) and literature review (6%) approaches. The qualitative studies adopted various epistemological methodologies including phenomenology (Breck et al , 2018), ethnography (Raza and Onyesoh, 2020), case studies (Burdett, 2014; Cismaru and Iunius, 2020; Gündüz and Akşit, 2018; Tayşır and Ülgen, 2017; Madison, 2019), reflection (Augustinienė and Čiučiulkienė, 2013), observation (Christie et al , 2005; Gabriel et al , 2020) and individual and group interviews (Alvarez et al , 2005; Chen, 2013; Hays and Swanson, 2012; Gadomska-Lila, 2020; Spradley and Towns, 2016). A number of the articles published on reverse mentoring were not data-driven but were written using an original conceptual idea that provided a framework and opportunity for new research (Baily, 2009; Bolser and Gosciej, 2015; Boysen et al , 2016; Brinzea, 2018; Chaudhuri, 2019; Chaudhuri and Ghosh, 2012; Harvey et al , 2009; Lawrence, 2017; Morris, 2017; Murphy, 2012; Napier, 2006; Sanner-Stiehr and Vandermause, 2017; Zauschner-Studnicka, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Reverse mentoring has been used traditionally as a social exchange tool to leverage the expertize of generations. For a number of studies on reverse mentoring, we found that the social exchange theory and LMX theory have been used as the theoretical framework in which to ground studies (Chaudhuri and Ghosh, 2012; Flinchbaugh et al , 2018; Gündüz and Akşit, 2018; Hechl, 2017).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Engagement, inclusion, knowledge sharing, and talent development: is reverse mentoring a panacea to all? Findings from literature review

Chaudhuri

Park

Johnson

2021

EJTD

View full text Add to dashboard Cite

Purpose The purpose of this study is to systematically review the practice of reverse mentoring and draw a timeline of the research over the past two decades. Considering the novelty of this intervention, this paper proposed an agenda for future research on this burgeoning topic. Design/methodology/approach By adopting narrative literature review and Gregory and Denniss’ (2018) four-step process, this paper reviewed 54 studies grounded in conceptual, literature review and empirical research published between 1998 and 2020. Findings The articles included in the literature review on reverse mentoring research were summarized according to journal publications, research methodologies, contextual settings, theoretical framework, purpose and outcomes. Reverse mentoring studies are dominantly published in educational journals using primarily qualitative and conceptual approaches to explore both academic and business contexts within the USA and Europe. Theories frequently used to frame and examine the need of reverse mentoring included social exchange theory and leader-member exchange theory. The fundamental purpose of reverse mentoring research is to transfer knowledge and to bridge the technology divide between intergenerational groups. Reverse mentoring has been used to promote inclusivity between multiple generations in relation to gender, ethnicity and culture. Originality/value As per the knowledge, this is the first-ever comprehensive English summary of reverse mentoring research done in the past two decades. Findings from this research can be used to better understand reverse mentoring research trends and directions.

show abstract

Section: Discussionmentioning

confidence: 51%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Engagement, inclusion, knowledge sharing, and talent development: is reverse mentoring a panacea to all? Findings from literature review

Chaudhuri

Park

Johnson

2021

EJTD

View full text Add to dashboard Cite

show abstract

“…In addition to these researches, a significant number of other studies (Barnard et al, 2019;Peters et al, 2021;Ebenezer et al, 2022) dealing with online education and digital settings have been linked to sociocultural theories of learning. Social exchange theory has been used in studies (Gündüz and Akşit, 2018;Chia-An Tsai and Kang, 2019;Shehab et al, 2019) to figure out how people who share knowledge and people who are looking for knowledge act. The notion of the Zone of Proximal Development is relevant to a generalized issue scenario, which is the successful use of information and communication technology (ICT) in students' and own teaching processes (Quaicoe and Pata, 2018).…”

Section: Discussionmentioning

confidence: 99%

Knowledge in digital environments: A systematic review of literature

et al. 2022

View full text Add to dashboard Cite

There are several meanings of the term “knowledge” that match to the diverse study areas. A knowledge creation, sharing, dissemination, and presentation environment is required. Digital platforms and technology lead to the development of innovative methods of teaching and learning in a digital environment. It is of intellectual and academic interest to determine if knowledge processes change in digital contexts, which provide more options than conventional environments such as books and newspapers. The study is built on an exhaustive examination of prior studies on knowledge in digital contexts. The databases ERIC and Scopus served as the search grounds for the keyword-based inquiry. The collected documents were evaluated to determine whether or not they contributed to the investigation's objective. The cornerstone of our inquiry was a careful review of the remaining 14 studies. For quantitative investigations, the experimental design was the most desired approach, but the case study method was the most preferred method for qualitative research. The objectives of the research employ the terms “knowledge” and “digital environments” either directly or implicitly. Studies were designated as “creating” “creating with cooperation” “acquiring” “presenting” and “sharing” In the research, data was coded in accordance with the responsibilities assigned in digital worlds. In the study, 10 distinct theories and models were referenced. These models and hypotheses are categorized based such as creating, acquiring, designing, and using their interaction with data. In the investigations, the existence of traditional knowledge creation and application has been investigated. In addition, the process's distinction owing to the capabilities of digital environments has been investigated.

show abstract