Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship

Månsson, Daniel; Myers, Scott A.

doi:10.1080/03634523.2012.708424

Cited by 70 publications

(48 citation statements)

References 71 publications

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“…Although much has already been written about supervisory styles (Franke and Arvidsson 2010;Lee 2008;Mansson and Myers 2012;Murphy 2009;Rose 2005), the approach reported here addresses an important gap in the literature against the backdrop of these dilemmas. The contingent nature of supervision has even been acknowledged in previous phenomenological research (Wright, Murray, and Geale 2007).…”

Section: Introductionmentioning

confidence: 93%

Supervisory styles: a contingency framework

Boehe

2014

Studies in Higher Education

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While the contingent nature of doctoral supervision has been acknowledged, the literature on supervisory styles has yet to deliver a theory-based contingency framework. A contingency framework can assist supervisors and research students in identifying appropriate supervisory styles under varying circumstances. The conceptual study reported here develops a contingency framework of supervisory styles and thus identifies functional relationships between organisational, relationship and research task variables on the one hand, and the supervision process and product dimensions on the other. Drawing on the organisational behaviour stream of contingency theory and operating under the positivist paradigm, the framework assumes that no single supervisory style is effective in all situations. The paper contributes to the supervision and higher education literature by deriving theoretical propositions from the contingency framework and by providing practical guidelines for supervisors and research students.

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Section: Introductionmentioning

confidence: 93%

Supervisory styles: a contingency framework

Boehe

2014

Studies in Higher Education

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“…Although often differentiated from the processual function of academic advising (Mansson & Myers, 2012), some institutions' advisors are asked to model developmental (rather than prescriptive) advising, which can develop advisor-advisee relationships that share many characteristics with mentor-mentee relationships. Mentoring is a particular kind of supervisory rapport that includes directing and challenging as well as supporting mentees toward autonomy and investment (Daloz, 1983).…”

Section: Mentoringmentioning

confidence: 99%

Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?

Kerssen-Griep¹,

Witt²

2014

Communication Education

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Mentoring is a trusting, developmental supervisory relationship whose success largely depends on participants' interpersonal abilities. Feedback interventions with mentees commonly present interactional challenges to maintaining that relationship, yet are integral to any teaching-learning context. In this study we examined whether and how two key, trainable teacher communication abilities-face-threat mitigation (FTM) and nonverbal immediacy-predicted students' perceptions of being mentored by a teacher. Levels of actual FTM tactics and teacher nonverbal immediacy (TNI) cues were manipulated in a feedback intervention situation on video and analyzed across a 2 × 2 design. Factorial MANCOVA analysis of perceived mentoring detected significant multivariate main effects for FTM tactics and for TNI cues, no significant two-way interaction effect between those two interpersonal variables, and differences in how TNI and FTM each contributed to predicting mentoring's four measured dimensions. Theoretical and pedagogical implications are discussed in light of facework, approachavoidance, feedback intervention, and leader-member exchange theories.Instructional mentoring can shape healthy learning relationships and productive outcomes with students (Stowers & Barker, 2010). Cultural and contextual forces Jeff Kerssen-Griep is a Professor of Communication Studies at the University of Portland. Paul L. Witt is a Professor of Communication Studies at Texas Christian University. Data for this study were collected as part of a larger project examining classroom communication phenomena pertaining to instructional feedback.

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“…In Dreher and Ash's study (1990) on 440 graduate students at two US public universities, a direct positive relationship was identified between mentoring and career success. In an empirical study, Mansson and Myers (2012) examined the perceptions of both 636 PhD students and 141 PhD advisors regarding the mentoring relationship, and they found that mentoring relationship is significant in terms of the academic success of the advisee. Yet, no studies have yet explored the relationship between mentoring functions and career success of the faculty member (mentor or protégé).…”

Section: Hypothesis 1b: Psychosocial Mentoring Positively Affects Carmentioning

confidence: 99%

“…When recent studies on faculty mentoring outcomes are examined, it is seen that these studies mostly focus on the protégé and such outcomes as satisfaction, increase in the number of publications and presentations, socialization of the student and improvement in student's skills (Lechuga, 2011;Lunsford, 2012;Mansson & Myers, 2012;Ogunyemi, Solnik, Alexander, Fong, & Azziz, 2010;Paglis, Green, & Bauer, 2006;Webb, Wangmo, Ewen, Teaster, & Hatch, 2009). Lumpkin (2011) summarizes the potential benefits of faculty mentoring as follows: (i) it facilitates the recruitment, retention and improvement of the faculty; (ii) it socializes the protégé into the culture of the academic unit; (iii) it increases collegial cooperation and forms a network between the protégé and the mentors; (iv) it increases the productivity of the protégé and the mentor; and (v) it encourages career advancement and professional improvement for both the protégé and the mentor.…”

Section: Mentoring Outcomesmentioning

confidence: 99%

“…These values are related to the psychosocial development of the protégé and aim at empowering the person in terms of competency, identity and professional role. During the separation phase, which lasts between six months and two years, the mentor and the protégé reevaluate the need for maintaining the mentoring relationship as the protégé becomes less dependent on the mentor (Mansson & Myers, 2012). During this phase, the mentor starts to provide less career and psychosocial mentoring.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Faculty Mentoring on Career Success and Career Satisfaction

Anafarta¹,

Apaydın²

2016

IES

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Mentoring has received considerable attention from scholars, and in the relevant literature, a number of studies give reference to the mentoring programs developed at universities and to the mentoring relations in higher education. Yet, most of these studies either only have a theoretical basis or deal with the mentoring relationships between academic advisors and undergraduate or masters' students. Very few studies have been conducted so far on the mentoring or protégé experiences of academicians in the university setting, and the relationships between career satisfaction and career success. The aim of the current study is to examine the effect of mentoring on career success and career satisfaction of faculty members in Turkish higher education system. Participants included 445 faculty members from various universities in Turkey. The results of the study reveal that academic and psychosocial mentoring have an impact on faculty members' career satisfaction and career success. Also, psychosocial mentoring affects career success more compared to academic mentoring.

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Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship

Cited by 70 publications

References 71 publications

Supervisory styles: a contingency framework

Supervisory styles: a contingency framework

Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?

The Effect of Faculty Mentoring on Career Success and Career Satisfaction

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