Early Career Academic Staff Support: Evaluating Mentoring Networks

Autor/inn/en	Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.
Titel	Early Career Academic Staff Support: Evaluating Mentoring Networks
Quelle	In: Journal of Higher Education Policy and Management, 37 (2015) 3, S.320-329 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2015.1034426
Schlagwörter	Mentors; Social Networks; Pilot Projects; Beginning Teachers; Educational Needs; School Support; Preferences; Higher Education; College Faculty; Tenure; Online Surveys; Interviews; Teacher Workshops; Likert Scales; Faculty Development; Teacher Participation; Participant Satisfaction; Educational Benefits; Educational Practices; Beginning Teacher Induction; Program Effectiveness; Program Evaluation + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Pilot project; Modellversuch; Pilotprojekt; Junior teacher; Junglehrer; Educational need; Bildungsbedarf; Schulförderverein; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Amtszeit; Beschäftigungsdauer; Interviewing; Interviewtechnik; Likert-Skala; Bildungsertrag; Bildungspraxis; Programme evaluation; Programmevaluation
Abstract	Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring networks of new staff suggests that some need more support than others. Second, new academics have common needs in professional development support, despite disciplinary differences and the beliefs of many administrators. Third, evaluation of new academics' self-reports show that there are differences in mentoring preferences that influence programme participation. Fourth, participant reports reveal both perceived benefits and some detriments of programme participation. Fifth, a somewhat widespread academic mentoring mindset was identified that may lead to problematic mentoring outcomes depending on demographic characteristics of protégés. Implications for administrators in charge of staff development and avenues for future research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01