Reciprocal Mentoring as a Method to Enhance Doctoral Success

Autor/inn/en	Mardjetko, Andrew; White Prosser, Christina
Titel	Reciprocal Mentoring as a Method to Enhance Doctoral Success
Quelle	In: Papers on Postsecondary Learning and Teaching, 5 (2022), S.9-16 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-6050
Schlagwörter	Peer Teaching; Mentors; Doctoral Programs; Doctoral Students; Interdisciplinary Approach; Ethics; Business Administration Education; Nonprofit Organizations; Hospitality Occupations; Adult Education + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ethik; Nonprofit-Organisation; Gastgewerbegehilfe; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	This article explores peer mentoring in doctoral studies, specifically through the students' lived experiences in an interdisciplinary doctoral program cohort. Through reflexive conceptualization and the definition of mentorship, the lived experiences of the authors are portrayed. The roles and benefits of mentoring activities are identified and connected to the doctoral experiences through the various stages of degree completion, i.e., candidacy and ethics. Although learners were admitted to a doctoral degree in education, the individual's intake education comes from a variety of learning fields including business non-profit, event management, and adult education. The interdisciplinary studies will highlight strengths associated with the various learning fields and how this helps promote and foster a more well-developed network of peer mentors. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] (As Provided).
Anmerkungen	Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01