Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring

Autor/inn/en	Rademaker, Linnea L.; Duffy, Jennifer O'Connor; Wetzler, Elizabeth; Zaikina-Montgomery, Helen
Titel	Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring
Quelle	In: Online Learning, 20 (2016) 1, S.57-69 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Department Heads; Doctoral Dissertations; Trust (Psychology); Mentors; Teacher Student Relationship; Computer Mediated Communication; Graduate Students; Case Studies; Questionnaires; Data Analysis; Feedback (Response); Academic Ability; Educational Strategies; Self Disclosure (Individuals); Student Development; Student Surveys; Reliability; Self Esteem; Social Isolation; Skill Development; Qualitative Research + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Fragebogen; Auswertung; Lehrstrategie; Schülerbefragung; Reliabilität; Self-esteem; Selbstaufmerksamkeit; Soziale Isolation; Kompetenzentwicklung; Qualifikationsentwicklung; Qualitative Forschung
Abstract	We explored online dissertation chairs' perceptions of trust in the mentor-mentee relationship, as trust was identified as a crucial factor in the success of doctoral students. Through the implementation of a multiple-case study, and a qualitative, online questionnaire, and through qualitative data analysis, we discovered 16 chairs' perceptions of trust and that student vulnerability is an important part of the relationship that chairs consistently work to alleviate. Findings point to the importance for chairs to establish trust through feedback, consistency, and personal connections with students. Second, chairs perceived student vulnerability to include both students' discussion of their academic skills (or lack thereof) and their willingness to share personal information. Chairs were very resourceful in enacting strategies to alleviate all types of student vulnerability, including recognizing student strengths and pointing to the positives of vulnerability and by offering scholarly resources for students to develop their academic strengths. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01