No 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…
Abstract
Purpose
No 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/approach
The researchers employed content analysis and emergent coding strategies to evaluate mentoring program information published on Canadian postsecondary websites.
Findings
The 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/value
As 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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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…
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).
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Gizem Erdem, Ommay Aiman Safi and Esma Betül Savaş
Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily…
Abstract
Purpose
Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.
Design/methodology/approach
The sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.
Findings
A multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.
Originality/value
This study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.
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Prashant Sunil Borde, Ridhi Arora and Sanjeeb Kakoty
The purpose of this paper is to review the literature on academic capitalism, consumerism and commodification (A3C) in higher education. Additionally, this study aims to…
Abstract
Purpose
The purpose of this paper is to review the literature on academic capitalism, consumerism and commodification (A3C) in higher education. Additionally, this study aims to understand core attributes of educational leadership behaviours with ethical leadership (EL) and transformational leadership (TL) styles can contribute to inclusive and equitable quality education for students belonging to diverse socio-economic status (SES).
Design/methodology/approach
This paper adopts a literature review methodology initially on themes of A3C, EL, TL and SES, adopting social learning theory and social identity theory. Further, organizational behavioural dynamics related to students and faculty in higher educational institutions are illustrated. Simultaneously, suggestions with practical focus are offered.
Findings
This paper synthesizes the literature on the convergence of leadership and SES and develops propositions to encourage future inquiry. Further, the study illuminates several attributes of four groups of student populations, namely, “privileged,” “contestant,” “dependent” and “deprived” formed because of this convergence.
Research limitations/implications
A3C have posed several severe questions for the sustainable development of society. Educational leaders must benefit society, offer equitable opportunities and develop affirmative leadership.
Originality/value
Leaders with high EL and TL behaviours can considerably contribute to achieve United Nations Sustainable Goals of Quality Education. This paper presents realistic solutions and scrutinizes organizational dynamics because of convergence of leadership and SES. Further, pragmatic leadership development strategies are suggested.
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Ellen Larsen, Elizabeth Curtis, Hoa Thi Mai Nguyen and Tony Loughland
Contemporary early career teacher (ECT) mentoring approaches have largely aspired to shift towards a more non-hierarchic and mutually beneficial learning partnership approach…
Abstract
Purpose
Contemporary early career teacher (ECT) mentoring approaches have largely aspired to shift towards a more non-hierarchic and mutually beneficial learning partnership approach. Such mentoring can be challenging to achieve. We report on a project that sought to further understand how intellectual virtues, such as intellectual courage, open-mindedness and humility, may be mobilised to prepare ECTs and mentors for more collaborative mentoring conversations.
Design/methodology/approach
Using qualitative case study research design, we collected data from 31 mentors and ECTs across two states in Australia engaged in professional learning focused on developing mentors’ and ECTs’ understanding of intellectual virtues as a resource for mentoring conversations. Data were generated from online professional learning activities, a questionnaire and field notes from school site visits and thematically analysed.
Findings
ECTs and mentors reported an increased self-awareness of their dispositional strengths and limitations and heightened confidence to engage in conversations that were more equal and open. Teachers perceived the deployment of intellectual virtues for mentoring to have personal, relational and learning benefits.
Originality/value
Numerous mentoring studies have espoused the value of mentoring that takes a co-constructivist and deeply relational approach, yet there is limited guidance provided to teachers as to how such an approach may be achieved. This paper innovatively draws on intellectual virtues as a cognitive construct to explore this issue and makes an empirical contribution to understanding how to prepare mentors and early career teachers for non-hierarchical and relational mentoring conversations.
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The study aims to present a new meshless method based on the Taylor series expansion. The compact supported radial basis functions (CSRBFs) are very attractive, can be considered…
Abstract
Purpose
The study aims to present a new meshless method based on the Taylor series expansion. The compact supported radial basis functions (CSRBFs) are very attractive, can be considered as a numerical tool for the engineering problems and used to obtain the trial solution and its derivatives without differentiating the basis functions for a meshless method. A meshless based on the CSRBF and Taylor series method has been developed for the solutions of engineering problems.
Design/methodology/approach
This paper is devoted to present a truly meshless method which is called a radial basis Taylor series method (RBTSM) based on the CSRBFs and Taylor series expansion (TSE). The basis function and its derivatives are obtained without differentiating CSRBFs.
Findings
The RBTSM does not involve differentiation of the approximated function. This property allows us to use a wide range of CSRBF and weight functions including the constant one. By using a different number of terms in the TSE, the global convergence properties of the RBTSM can be improved. The global convergence properties are satisfied by the RBTSM. The computed results based on the RBTSM shows excellent agreement with results given in the open literature. The RBTSM can provide satisfactory results even with the problem domains which have curved boundaries and irregularly distributed nodes.
Originality/value
The CSRBFs have been widely used for the construction of the basic function in the meshless methods. However, the derivative of the basis function is obtained with the differentiation of the CSRBF. In the RBTSM, the derivatives of the basis function are obtained by using the TSE without differentiating the CSRBF.
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E. Nicole Melton, George B. Cunningham, Jeffrey D. MacCharles and Risa F. Isard
Sport organizations increasingly emphasize their support for lesbian, gay, bisexual, transgender and queer (LGBTQ) inclusion by promoting a perfect score on the Athlete Ally…
Abstract
Purpose
Sport organizations increasingly emphasize their support for lesbian, gay, bisexual, transgender and queer (LGBTQ) inclusion by promoting a perfect score on the Athlete Ally Equality Index, partnering with nonprofits to increase awareness of LGBTQ individuals in sport (e.g. Rainbow Laces campaign), or hosting a pride night for LGBTQ fans. Despite these and similar efforts, LGBTQ fans historically have felt unwelcome in sport settings, thereby signaling the need for inclusive fan codes of conduct. The purpose of this study was to examine both the prevalence and antecedents of such policies.
Design/methodology/approach
Using publicly available data sources, the authors focused on 350 Division 1 college athletic departments in the USA.
Findings
Results illustrate factors at both the macro (i.e. institution) and meso- (i.e. athletic department) levels interact to explain whether a school will possess a fan code of conduct. Specifically, research-intensive institutions with strong gender equity are more likely to possess a code of conduct than schools that are not research oriented and have weak gender equity. This project extends the understanding of LBGTQ inclusion in the sports industry.
Originality/value
The current study is the first to examine the prevalence and predictors of LGBTQ-inclusive fan codes of conduct. Understanding these dynamics can help athletic programs that want to create safe and inclusive sport spaces for LGBTQ fans and spectators.