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This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.

This study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.

The results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.

The low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.

This study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.

Search for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.

Although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts, there has been relatively little focus on the user’s intention to continue using ChatGPT or its continued usage. Therefore, the current study aims to investigate the students’ continuance intentions to use ChatGPT for learning by adopting the stimulus–organism–response (SOR) model.

This study has employed the SOR model to investigate how UTAUT factors (such as performance expectancy, facilitating conditions, effort expectancy and social influence) influence the cognitive responses of students (e.g. trust in ChatGPT and attitude towards ChatGPT), subsequently shaping their behavioral outcomes (e.g. the intention to continue using ChatGPT for study). A sample of 392 higher students in Vietnam and the PLS-SEM method was employed to investigate students’ continuance intention to use ChatGPT for learning.

This study reveals that students’ continuance intention to use ChatGPT for learning was directly affected by their attitude toward ChatGPT and trust in ChatGPT. Meanwhile, their attitude toward ChatGPT was built on effort expectancy, social influence, and facilitating conditions and trust in ChatGPT was developed from effort expectancy and social influence.

By extending the analysis beyond initial acceptance, this research provides valuable insights into the factors that influence the sustained utilization of ChatGPT in an educational environment.

This article summarizes practitioner observations on three research questions. First, the factors that lead to the emergence and persistence of such teams. Second, the repercussions of siloed teams. And third, practical suggestions and recommendations that practitioners can employ to prevent silo formation or address existing silos. This article thus complements recent academic work that has previously explored the formation of silos.

The authors used the input of current team leads from a focus group along with their consulting experience to explore these three research questions. The team lead input and consulting expertise are integrated with academic research on silos.

The emergence and persistence of silos was mostly attributed to company characteristics (size, growth and stakeholder management) as well as communication inefficiencies (lack of role clarity and ownership within teams), which in turn were impacted by situational variables (pandemic and turnover). The authors noted the effect of team composition effects, team competition and organizational changes (rapid growth and restructuring) as potential contributors to the formation and persistence of silos. The team lead experts and our consulting experiences were congruent with the literature focused on repercussions of silos, from poor information exchanges to inefficiencies, divisions and perceived isolation of teams from the organization. Solutions focused on project organization and documentation as well as the adoption of new decision-making tools and practices, and the creation of more exchange and learning opportunities. The authors added additional options to promote more visibility, appreciation, proactive monitoring within teams and organizational identification initiatives.

The current article adds a pragmatic perspective to silos and how organizations can address these when they become problematic and hinder performance and collaboration.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.

Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).

The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.

The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

This study tested a holistic model that investigated the interaction effect of negative mentoring experiences and moqi (pronounced “mò-chee”) with a mentor—where moqi refers to a situated state between two parties in which one party understands and cooperates well with the other party without saying a word—on the protégés’ turnover intention, along with the mediating role of protégés’ harmonious work passion.

Data were collected from 281 protégés through a three-wave questionnaire survey with a 1-month lag between waves. We used a hierarchical multiple regression and bootstrapping analysis to test our hypotheses.

Our results support the mediating effect of harmonious work passion on the positive relationship between protégés’ negative mentoring experiences and turnover intention. In addition, our analysis confirmed that moqi with the mentor amplifies both the impact of protégés’ negative mentoring experiences on harmonious work passion and the indirect effect of negative mentoring experiences on protégés’ turnover intention via harmonious work passion.

By demonstrating the interaction effect of protégés’ negative mentoring experiences and moqi with their mentor on turnover intention, as well as the mediating role of harmonious work passion, this study expands our understanding of the mechanism and boundary condition of the effect of negative mentoring experiences and provides inspiration and guidance for mentoring practices.

Applying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in young adults.

A new conceptual model of generativity was developed to depict how generativity manifests among this age group.

This study's findings provide leadership educators with a refined approach to interacting with this construct while simultaneously increasing young adults’ potential ability to experience the benefits available to them through generativity at an earlier stage in their lives.

This study advances the field of leadership education by establishing foundational insight into the uniqueness of generativity’s development in young adulthood.

This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).

Data are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.

The findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.

These insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.

This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.

This study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review.

The primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels.

This study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework.

This study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study.

This study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.