Exploring the Role of Faculty and Staff Mentors in Fostering Ethical Leadership among Undergraduate Students: "We Have to Narrow the Distance"

Autor/inn/en	Evans, Meg E.; Taylor, Rebecca M.; McCloud, Laila; Burr, Katherine
Titel	Exploring the Role of Faculty and Staff Mentors in Fostering Ethical Leadership among Undergraduate Students: "We Have to Narrow the Distance"
Quelle	In: International Journal of Mentoring and Coaching in Education, 11 (2022) 2, S.137-152 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, Meg E.) ORCID (Taylor, Rebecca M.) ORCID (McCloud, Laila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-09-2020-0058
Schlagwörter	College Faculty; Teacher Role; Undergraduate Students; Mentors; Ethics; Leadership Styles; Interpersonal Relationship; Trust (Psychology); Power Structure; Leadership Training; Student Leadership; Self Disclosure (Individuals) + Suchen Sie Ihr Suchwort? Fakultät; Lehrerrolle; Ethik; Führungsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Führungslehre; Studentenwerk
Abstract	Purpose: The purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development. Design/methodology/approach: This exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the "sort and sift," "think and shift" process identifying power quotes to guide the thematic analysis. Findings: The data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure. Originality/value: This study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01