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1 – 4 of 4Orna Schatz Oppenheimer and Judy Goldenberg
This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of…
Abstract
Purpose
This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: “Which components of mentoring influence the mentors' professional development?” and “What is the differential impact of each of these components as they are internalized by the mentors?”
Design/methodology/approach
A total of 765 mentors completed a questionnaire composed of 47 multiple-choice questions and an open-ended question describing the contribution of mentoring. The survey thus generated both quantitative and qualitative data.
Findings
The results show three main components of mentoring that influence mentors' professional development in the following order: personal–emotional, didactic knowledge and systemic–organizational. The findings also illustrate how the mentors used a comparison process to develop their professional perception: first, by comparing their role as a teacher and their role as a mentor, and second, by comparing their own professional identity as a teacher with that of the novice-teacher.
Research limitations/implications
The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.
Practical implications
The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.
Originality/value
The manuscript attempts to explore the dynamic relationships within the mentoring process by investigating how mentoring impacts the development of mentors. It presents insights into the benefits of mentoring novice-teachers for the mentors themselves via analysis of a large-scale, nationwide study.
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Sima Magatef, Tala Abuhussein, Laila Ashour, Shafique Ur Rehman and Manaf Al-Okaily
This study aims to focus on exploring the impact of the COVID-19 pandemic on the students’ academic performance in Jordanian higher education during the outbreak of the pandemic…
Abstract
Purpose
This study aims to focus on exploring the impact of the COVID-19 pandemic on the students’ academic performance in Jordanian higher education during the outbreak of the pandemic, evaluating the e-learning education and evaluating online education in practical lessons during the pandemic according to the university type, educational level, academic year and different specializations or faculty.
Design/methodology/approach
This study provides quantitative and qualitative analysis on the students’ e-learning performance during the pandemic. It presents the analysis of online learning preference of 424 questionnaires and 85 structured interviews with the university’s students and examines whether there is significant impact of the COVID-19 pandemic on their academic performance.
Findings
The findings of this study present evidence of students’ improvement in their academic performance and lend credence to the notion that organizational characteristics may play a role in the adaptation of emergency remote teaching. This was evident that more scientific-based faculties (engineering, pharmaceutical and medicine) faced more challenges during the pandemic, and it negatively influenced students’ performance. This was justifiable to the need for a more practical one-to-one interaction and integration.
Originality/value
The findings of this research present evidence of students’ improvement in their academic performance and lend credence to the notion that organizational characteristics may play a role in the adaptation of emergency remote teaching. This was evident that more scientific-based faculties (engineering, pharmaceutical and medicine) faced more challenges during the pandemic and it negatively influenced students’ performance. This was justifiable to the need for a more practical one-to-one interaction and integration.
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The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals…
Abstract
Purpose
The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals with evidence-based suggestions for recruiting, selecting and training mentors to improve mentorship programme effectiveness.
Design/methodology/approach
The authors conducted a critical review of existing quantitative research on mentor characteristics that have an impact on effective mentoring.
Findings
The authors identified five key categories of mentor characteristics linked to successful mentoring outcomes: competency in context-relevant knowledge, skills and abilities; commitment and initiative; interpersonal skills; pro-social orientation and an orientation toward development, exploration and expansion.
Research limitations/implications
There is limited research on the characteristics of ineffective mentor characteristics, exclusion of articles that used qualitative research methods exclusively and how technology-based communication in mentoring may require different characteristics. Most of the included studies collected data in the United States of America, which may exclude other important mentor characteristics from other non-Western perspectives.
Practical implications
To ensure that there is both a sufficient pool of qualified mentors and mentors who meet the desired criteria, focus on both recruitment and training mentors is important. Incorporating the desired mentor characteristics into both of these processes, rather than just selection, will help with self-selection and development of these characteristics.
Originality/value
Despite the ongoing interest in identifying effective mentor characteristics, the existing literature is fragmented, making this challenging for HRD professionals to determine which characteristics are crucial for mentoring relationships and programme success. Addressing this practical need, this critical review synthesises the research literature and identifies patterns and inconsistencies. Based on the review, the authors provide evidence-based recommendations to enhance the recruitment, selection and training of mentors.
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Osamudiamen Kenneth Otasowie and Ayodeji Emmanuel Oke
The paper assessed the required drivers of mentoring practices in construction-related firms: a perspective of the quantity surveying (QS) firms in Nigeria with a view to…
Abstract
Purpose
The paper assessed the required drivers of mentoring practices in construction-related firms: a perspective of the quantity surveying (QS) firms in Nigeria with a view to providing possible drivers for effective mentoring relationships in the respective construction firms.
Design/methodology/approach
Survey design was used to assess the level of knowledge, mentoring concept adoption and the required drivers of mentoring relationships in construction-related firms. QS firms in Abuja, Nigeria were sampled through the use of semi-structured questionnaires. A total of 149 questionnaires were administered to principal partners, partners, senior quantity surveyors and quantity surveyors in QS firms in Abuja through personal delivery. A total of 142 of them were returned and found suitable for analysis, representing 95.30% effective response rate. Percentage, mean, Kruskal–Wallis and factor analyses were utilized for the analysis of the data.
Findings
The study revealed an appreciable knowledge of mentoring concept but not so much with the adoption in the respective firms. This connotes that there is a problem with the adoption of mentoring concept in construction-related firms despite knowledge of the concept. Also revealed by the study, are the required drivers of mentoring practices in construction-related firms.
Practical implications
The findings show the required drivers of mentoring practices in construction-related firms and the recommendations to further the adoption and implementation of these drivers to ensure mentoring practices thrive in construction-related firms in the country.
Originality/value
This paper reveals the required drivers of mentoring practices in Nigerian construction-related firms and provides ways through which the drivers can be implemented in the construction firms.
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