The purpose of this paper is to describe current challenges faced by women and underrepresented minority faculty members, the benefits of mentoring programs, conceptual frameworks that highlight a wellness model and mentoring relationships and the findings from a mixed methods evaluation of a formal mentoring program (EMPOWER) that highlights the indirect benefits of such a program and the impact on faculty well-being.
This study was based on grounded theory, in which analysis was ongoing as data were collected and a variety of methods were used to building understanding. Measures included a survey and semi-structured interviews and focus groups. The thematic analysis of qualitative data was conducted utilizing the constant comparative method. Descriptive statistics were calculated for quantitative data.
Findings focus on the indirect benefits of EMPOWER including creation of a safe space, continued relationships between mentees and mentors, networking benefits, acculturation to the campus and a better understanding of organizational politics and how these can positively impact faculty well-being.
The benefits of this formal mentoring program, and the impact on faculty well-being, are important to acknowledge, understand and share with the broader research community and other institutions of higher education.
Stuckey, S.M., Collins, B.T., Patrick, S., Grove, K.S. and Ward, E. (2019), "Thriving vs surviving: benefits of formal mentoring program on faculty well-being", International Journal of Mentoring and Coaching in Education, Vol. 8 No. 4, pp. 378-396. https://doi.org/10.1108/IJMCE-02-2019-0024
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