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Article
Publication date: 13 May 2014

Bjørn Stensaker, Nicoline Frølich, Jeroen Huisman, Erica Waagene, Lisa Scordato and Paulo Pimentel Bótas

– The purpose of this paper is to identify those factors that key actors in university governance hold as to be important in realizing strategic change within their institutions.

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Abstract

Purpose

The purpose of this paper is to identify those factors that key actors in university governance hold as to be important in realizing strategic change within their institutions.

Design/methodology/approach

Key decision-makers in 26 European universities were surveyed on their views on which factors bring about strategic change. The results were interpreted using a theoretical framework emphasizing organizational archetypes and their development.

Findings

The findings indicated that strategic changes in universities were perceived as highly dependent on leadership, decision-making procedures, communication and evaluation. However, some differences between the universities in the sample can be identified, supporting indicating the relevance of using organizational archetypes as an analytical tools for observing change within the higher education sector.

Originality/value

The study links organizational level developments on strategic management to macro-level change within the European higher education landscape, and provides new insights intoon the debate on convergence and differentiation in organizational fields.

Details

Journal of Strategy and Management, vol. 7 no. 2
Type: Research Article
ISSN: 1755-425X

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Article
Publication date: 3 June 2021

Anna Sanczyk, Lisa R. Merriweather, Cathy D. Howell and Niesha C. Douglas

The purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The…

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Abstract

Purpose

The purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?

Design/methodology/approach

A case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.

Findings

The findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.

Research limitations/implications

The findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.

Practical implications

STEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.

Originality/value

This study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 3
Type: Research Article
ISSN: 2046-6854

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