The Role of College and Faculty Mentoring on Intellectual Engagement, Career, Interpersonal Relationships and Personal Development Perceived by Private College versus Public University Alums

Autor/inn/en	Hun Lim, Doo; Kim, JoHyun
Titel	The Role of College and Faculty Mentoring on Intellectual Engagement, Career, Interpersonal Relationships and Personal Development Perceived by Private College versus Public University Alums
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 2, S.288-306 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2023.2178710
Schlagwörter	College Graduates; Private Colleges; Public Colleges; Liberal Arts; College Faculty; Mentors; Intellectual Experience; Learner Engagement; Interpersonal Relationship; Individual Development; Career Development; Attitudes; College Environment; Educational Experience; Outcomes of Education; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Privathochschule; Fakultät; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Entwicklung; Berufsentwicklung; Attitude; Einstellung; Verhalten; Hochschulumwelt; Bildungserfahrung; Lernleistung; Schulerfolg; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined how academic and faculty mentoring experience in public and private colleges make a long-term impact on people's intellectual lives, careers, interpersonal relationships, and personal development. This study employed a qualitative case study research methodology with twenty-four alumni who graduated from either a private liberal arts college or a public R1 university. For data collection, individual semi-structured interviews were conducted and telephone interviews were employed for this purpose. Collected interview data were transcribed for analysis. The findings illuminate ways in which college experience affects the graduates' lives many years after they graduated. Based on the findings, implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01