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Article
Publication date: 8 November 2018

Z.W. Taylor and Victoria G. Black

The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly…

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Abstract

Purpose

The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly which mentee dispositions are valued across mentoring program types, including peer, community-to-student, faculty-to-student and faculty-to-faculty programs.

Design/methodology/approach

This study employed quantitative content analysis to examine 280 institutional US postsecondary mentoring websites across four different institution types (public, four-year; private, four-year, non-profit; private, four-year, for-profit; public, two-year) and four different mentoring program types (peer or student-to-student, community-to-student, faculty-to-student and faculty-to-faculty programs). Grounded coding strategies were employed to generate these four mentoring program types, supported by extant research (Crisp et al., 2017).

Findings

Of 280 mentoring programs, 18.6 percent articulated mentee dispositions prior to entering the reciprocal relationship. When mentoring programs did address mentees, most programs articulated mentor duties aligned with mentee expectations (47.5 percent of programs) and program outcomes for mentees (65.7 percent of programs) rather than what the mentee can and should bring into a reciprocal relationship.

Research limitations/implications

This study is delimited by its sample size and its focus on institutional website content. Future studies should explore how mentoring programs recruit and retain mentees, as well as how website communications address the predispositions and fit of mentees within different types of mentoring programs.

Practical implications

This study provided evidence that many postsecondary mentoring programs in the USA may not be articulating programmatic expectations of mentees prior to the mentoring relationship. By failing to address mentee predispositions, mentoring programs may not be accurately assessing their mentor’s compatibility with their mentees, potentially leading to unproductive mentoring relationships.

Originality/value

This study affirms extant research (Black and Taylor, 2017) while connecting mentor- and coaching-focused literature to the discussion of a mentee dispositions scale or measurement akin to Crisp’s (2009) College Student Mentoring Scale and Searby’s (2014) mentoring mindset framework. This study also forwards an exploratory model of mentoring program inputs and outputs, envisioning both mentor and mentee characteristics as fundamental inputs for a mentoring program rather than traditional models that view mentors as inputs and mentee achievements as outputs (Crisp, 2009; Searby, 2014).

Details

International Journal of Mentoring and Coaching in Education, vol. 7 no. 4
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 1 April 1985

RONALD R. YAGER

We first investigate the properties associated with the cardinality of a fuzzy subset. We then use the concept of cardinality to provide a means for representing quantified…

467

Abstract

We first investigate the properties associated with the cardinality of a fuzzy subset. We then use the concept of cardinality to provide a means for representing quantified statements. We then investigate the use of linguistic quantified statements for inference.

Details

Kybernetes, vol. 14 no. 4
Type: Research Article
ISSN: 0368-492X

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Book part
Publication date: 22 December 2016

Andrea North-Samardzic and Michael Cohen

We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.

Abstract

Purpose

We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.

Methodology/approach

The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors.

Findings

Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring.

Originality/value

While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer-mentoring communities.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

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Article
Publication date: 1 January 1977

G.A. CRISP

The paper briefly outlines the legal procedures involved in a hearing by the Teachers Court of Appeal of an appeal by a teacher against dismissal. It discusses the duty of an

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Abstract

The paper briefly outlines the legal procedures involved in a hearing by the Teachers Court of Appeal of an appeal by a teacher against dismissal. It discusses the duty of an employing authority to dismiss a teacher who is unsatisfactory and the general circumstances in which such a duty may arise. The obligations of the employing authority to the teacher which run with the duty are also examined, particularly the duty to act fairly. Arising from this, consideration is given to the procedure by which dismissal should be carried out. The principal conclusion offered by the paper is that since this duty to act fairly is not only a moral one, but also apparently a legal obligation, it should not only be a basis for any decision to terminate the employment of a teacher but should be capable of being shown to hate been so. In such circumstances, not only will “justice have been done, it will also be seen to have been done.”

Details

Journal of Educational Administration, vol. 15 no. 1
Type: Research Article
ISSN: 0957-8234

Available. Open Access. Open Access
Article
Publication date: 15 July 2020

Jim Lee, Hannah Sunerman and Lindsay Hastings

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and…

656

Abstract

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: generativity and Psychological Capital. Six themes emerged: (a) curricular training, (b) exposure to leadership outcomes, (c) being mentored by peers, (d) experiences with mentee, (e) reflection, and (f ) observing a ripple effect. These themes offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.

Details

Journal of Leadership Education, vol. 19 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 7 February 2022

Niels van der Baan, Inken Gast, Wim Gijselaers and Simon Beausaert

The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed…

3931

Abstract

Purpose

The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach.

Design/methodology/approach

A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace.

Findings

Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market.

Practical implications

The article concludes with practical implications for novice transition coaches and teachers in higher education.

Originality/value

The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market.

Details

Education + Training, vol. 64 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 July 2005

Sue Malthus and Carolyn Fowler

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and…

710

Abstract

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.

Details

Pacific Accounting Review, vol. 17 no. 2
Type: Research Article
ISSN: 0114-0582

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Article
Publication date: 4 April 2023

Shenika Hankerson and Olivia Williams

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

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Abstract

Purpose

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

Design/methodology/approach

An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.

Findings

Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.

Practical implications

The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.

Originality/value

Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 2
Type: Research Article
ISSN: 2046-6854

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Book part
Publication date: 17 September 2018

Diane Cárdenas Elliott and Meghan W. Brenneman

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy makers and…

Abstract

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy makers and educators. The objective of this chapter is to address the comparative perspectives on equity and inclusion aim of the book by exploring why MOC are less like to earn a degree. We begin with a review of the contemporary literature on MOC and their academic transition to college in the United States. Next, findings from a longitudinal study that explored the early transitional challenges experienced by this population are presented. Results show the stark differences between high school and college in terms of faculty expectations, autonomous responsibility for academic coursework, and academic demands permeated early academic experiences of a group of MOC. Implications for practitioners are discussed.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Book part
Publication date: 17 September 2018

Jaimie Hoffman and Sarah Toutant

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional…

Abstract

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional students,” many of whom are students from marginalized populations. Throughout history, the United States denied access to education to students from historically marginalized backgrounds and while society promises access to students today, it is not provided equally; gaps in educational access and achievement among marginalized groups persist. Some of the fastest growing subgroups of our population are least likely to succeed in higher education, because they face barriers as they navigate the university experience. This chapter spotlights the key access and persistence-related challenges faced by students from six marginalized populations: African American/Black students, students with disabilities, Hispanic/Latinx students, lesbian, gay, bisexual, and transgender (LGBT) students, undocumented students, and student veterans.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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