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The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.

This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.

Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.

The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.

This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

This chapter examines the moral dilemmas mentors from three different groups (Jewish, Druze, and Arab) encountered in Israeli Arab schools, how they manage these dilemmas, and how the nature of particular dilemmas might connect to their management strategies. Given the multicultural and politically conflictive context of Israeli society, a cultural and political reading of in-service mentors' moral dilemmas reveals that mentors' encounter and management of recurrent moral dilemmas is embedded in cultural and political issues that seem to hinder their mentoring practice. Preparation programs need to highlight awareness of mentors' own culture and that of their mentees in order to implement a culturally and politically responsive practice.

There is a meager body of research addressing the role educational leadership preparation programs in colleges and universities play in preparing women leaders. Also educational leadership preparation research has yet to explore ways in which mentorship provides additional capital for female graduate students. This study seeks to understand the challenges facing, and the opportunities available to, female graduate students in educational leadership departments.

The study used qualitative methods to explore the constructs of educational leadership preparation and mentorship of female graduate students. Qualitative methods, specifically a questionnaire and a collaborative focus group, were informed by the work of feminist theory and were used to explore participants' experiences and perceptions with the larger purpose of understanding the implications of their experiences for the development of strategies and programs intended to support female graduate students.

The following themes emerged from the participants' stories: constraints within the organizational culture, personal and familial sacrifice, struggles with identity, questioning self, and experiences with mentoring.

The findings have important implications for the roles university leadership preparation program structures might play in supporting female graduate students and their career success. The findings also offer recommendations for the development of mentoring programs for female graduate students.

Currently, there is an exceptional lack of research documenting the lived experiences of female doctoral students, particularly research that can be used to inform policy and program development. To that end, the qualitative study described in this paper helps in understanding the challenges facing, and the opportunities available to, female graduate students in educational leadership departments as well as in understanding the implications of such experiences for the development of strategies and programs intended to support female graduate students.

The purpose of this paper is to bring to light the double edges faced by individuals who have international and multicultural experiences. The implication is that these individuals encounter acculturation challenges, and also gain from their multiculturality. The authors adopt Berry’s (2011) integration and multiculturalism framework to analyze the experiences and challenges that multi-culturals face. This paper suggests ways to glean the silver lining within organizations to help manage and master multicultural experiences in the workplace to benefit both individuals and organizations.

The authors used empirical materials from expatriates who have worked across multiple cultural contexts. Based on these the authors present three examples to illustrate how expatriates and multicultural individuals place themselves in situations where they experience contact and challenges associated with adopting multiple cultures. The authors then analyze these examples to show how the experiences involve psychological-level integration challenges for Multi- and n-culturals.

The three multicultural expatriate examples suggest that individuals with international and multicultural experiences who are successful at managing their experiences develop cognitive and behavioral complexity. However, these individuals also face continuous acculturation including cognitive and ethno-cultural identity conflicts such as, rejection from multiple cultural perspectives because they continually cross-multiple cultural microcosms. Suggestions are presented to help maintain one’s sense of self-worth and minimizing ethno-cultural conflicts.

Notwithstanding the value of analyzing the examples of expatriate acculturation experiences, the limitation to the examples is that it is limited to the experience of three individuals. However, the examples were effective in raising points to discuss relevant challenges and/or the double-edged reality faced by boundary spanners, multi-, and n-culturals.

The paper presents possible ways multi- and n-culturals navigate through their multiculturalism, including suggestions to help individuals who struggle with their multiculturalism through mentoring.

The paper highlights the challenges of acculturation and suggests ways that individuals can overcome these challenges. It further suggests how organizations can take advantage of such individuals by utilizing existing personnel within the organization.

The paper is one of the few that acknowledge multiculturalism is highly challenging even for successful multi-culturals and n-culturals. Currently the literature is scant concerning how individuals can manage and master multicultural experiences in the workplace. The paper suggests a number of useful strategies for individuals and organizations to manage the challenges.

The aim of this paper is to offer potential insight regarding formal cross‐cultural mentoring organization and program development in higher education contexts and beyond, by elaborating regarding the founding and programmatic efforts of an International Student Mentor Association (ISMA) at a large university in North America.

The research approach used was an exploratory case study. Data were collected from various secondary sources. As ex‐post factor reporting, data analysis was also based on memory and experiences recalled by the first author – one of the ISMA founding members.

ISMA was distinctive in employing cross‐cultural mentoring. International, cultural components were embedded in the overall organization structure, board and team designs, paired mentor system, mentor and protégé matching, training content, and multilevel mentoring activities. Organization and program flow charts were identified.

Future research should examine dynamics of cultural dimensions, such as age, gender and other cultural orientations, in the cross‐cultural mentoring relationships and programs.

Human resource development (HRD) practitioners can use formal cross‐cultural mentoring to facilitate cultural adjustment and exchange as well as psycho‐social and career supports in multinational or multicultural organizations. Employing multilevel mentoring relationships can further social network and capital of an organization and its members.

This is one of the few studies in formal cross‐cultural mentoring organization and program development. Organization establishment process, organization structure, matching system, and program flow charts can be used as a potential guidance for implementation of other cross‐cultural mentoring organizations and programs.

The article aims to report the findings of quantitative and qualitative analysis of the benefits, drawbacks and future prospects of formal mentoring in medium‐sized and large organisations.

The empirical data for the study were collected via an online survey, and consist of responses from 152 human resource specialists from companies and public sector organisations in Finland.

The results reflect the organisations' current situation, and the issues that are important to the HR function. Mentoring is primarily used to transfer tacit knowledge from those near retirement to younger colleagues, foster the personnel development and create well‐being at work. Career advancement and work performance are not as important as might have been thought. The results suggest that mentoring will be more widely used in the future. Among the future potential deliverables of mentoring are strengthening competence management, creating well‐being and enhancing an organisation's image. Young people, in particular, may demand the use of social media alongside mentoring. This could also facilitate mentoring in multicultural organisations.

HR functions intending to make greater use of mentoring in future will require more focus and resources to do so. For example, almost one in five of the respondents saw a lack of information as a barrier to establishing mentoring.

This paper focuses on how organisations view mentoring, which has not been extensively examined previously.

This paper includes a proposed model for working with diverse students both in the classroom and as faculty mentors. This paper aims to provide guidelines on creating a collaborative learning community, helping students engage in cultural self-awareness and mentoring minority students.

As a conceptual piece, this manuscript is a working model which has been implemented in instructor pedagogy for the past five years.

Support for this model primarily comes from student evaluations and feedback.

This manuscript will provide valuable teaching tools and insight into multicultural pedagogy.

The researchers in this study reviewed the literature to locate the most relevant multicultural theories, factors, and instruments in order to measure Albania's national culture. The paper aims to discuss these issues.

An innovative combination of exploratory and confirmatory factor analysis was used to fit the multicultural construct to the sample data and then estimate the national culture (n=73). The multicultural indexes were calculated for five generally accepted national culture factors to compare with the benchmarks published in the literature.

The multicultural indexes were calculated for five generally accepted national culture factors to compare with the benchmarks published in the literature. An asymmetric plot was created for critical comparison of Albania with five other theoretically selected countries, using the indexes for PDi, ICi, MFi, UAi, and LTi. Albania was found to be most similar to its Balkan and Turkish neighbors, as compared with Asian or Western cultures such as that of the USA.

The researchers discussed the implications of knowing Albania's national culture profile with reference to how other countries might collaborate and transact with this emerging transition economy.

From a business standpoint, the multicultural indexes for Albania provide general indicators of the national beliefs, norms and values, which foreign organizations may compare to their own cultural profile when interacting with professionals in this country. The best use for such indexes is for benchmarking and comparison. Foreign government, private corporations, or nonprofit organizations may compare their own culture profile with that of Albania to be aware of the similarities and differences.

Albanian national culture was estimated for the first time in the literature, using a five-factor model adapted from the work of Hofstede.