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The purpose of this paper is to understand faculty mentoring experiences across career stages and the influence of mentoring relationship quality on job satisfaction. The study participants were faculty members from a consortium of liberal arts colleges in the USA. The theoretical lens draws from scholarship on career stages, developmental networks, and working alliances.

The analysis is based on a subset of 415 faculty member responses about mentoring from a larger data set on faculty development. The online survey was conducted in Spring 2014. Frequencies, χ², regression equations, and confirmatory factor analysis were computed using R statistical software.

Over half the faculty members were both mentors and protégés; although, a sizable minority of faculty members did not engage in mentoring. Early-career faculty members were significantly more likely to have a mentor than were mid- or late-career faculty members. For both mentors and protégés, the higher they rated the quality of the mentoring relationship, the more job satisfaction they reported; this finding was greatest for mid-career (associate rank) faculty members. Participants reported significantly higher relationship quality with their mentors than with their protégés.

The results may not generalize to faculty members who work at other institution types, for example, research-intensive or two-year schools, or to non-US higher education contexts. Statements made regarding those who do not participate in mentoring are speculative on the part of the authors.

Institutions may need to develop support for faculty members who may not desire to engage in mentoring. More attention may be warranted to create individual and institutional supports focused on high-quality mentoring.

This study extends the literature on mentoring by establishing that many employees serve in mentor and protégé roles simultaneously. Further, employees engage in mentoring relationships across career stages as mentors and as protégés. The authors developed a reliable measure of mentoring relationship quality that may be used in future mentoring studies. Higher quality mentoring relationships were associated with significantly greater job satisfaction.

The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minority students gain access to needed supports through building individual mentoring relationships and broader networks of support.

The authors rely on a case study approach to explore developmental networks and support accessed by students participating in the PROMISE program. A total of 16 students of color in STEM fields from three institutions in the University of Maryland System have participated.

Study findings reveal that scientists from underrepresented backgrounds construct and draw from diverse developmental networks that include individuals from within and outside of the academic community. Key relationships include advisors; faculty with whom they share identities, peers in and outside of their programs; and administrators. Developers play distinct roles within the networks including shaping students’ emerging professional identities as scientists and providing psychosocial support. Student agency and initiative as well as faculty engagement and programs like PROMISE further enhanced student access to mentorship.

This study offers unique insights into the nature, cultivation and resources gained from the relationships that make up the developmental networks of science graduate students from underrepresented backgrounds.

Traditional notions of mentoring and support, particularly in graduate education, highlight the role and importance of the student’s advisor in their growth and development. This study is unique in its focus on the multiple relationships students of color in science form. This study offers specific insight into the nature, construction and resources gained from developmental networks formed by a group of underrepresented minority students in STEM graduate education.

The aim of this conceptual paper is to explore Mentor-protégé fit as important to the selection and development of successful doctoral student–faculty mentoring relationships. We suggest that the student–faculty relationship in doctoral education is an additional and previously untested type of Mentor-protégé fit.

Generated from an existing framework of identity in the academy, we explore how three types of identity (professional, relational, personal) may influence students’ fit assessments as they seek to initiate and develop relationships.

We offer propositions for research to further explore the potential application of the proposed framework to knowledge generation about the doctoral student experience.

While the research about doctoral education has considered all three aspects of students’ identities individually, it has not explicated the ways in which these intersecting identities relate to students’ needs and expectations related to mentoring, their choices related to mentor selection, or the effectiveness and outcomes of mentoring relationships in fostering success and satisfaction.

Ostomy Awareness Month is an attempt to combat the lack of public knowledge about ostomies and provide forums for the discussion of ostomy‐related issues among families, patients, health care professionals, and others.

In this chapter, we review the ways in which scholars have conceptualized and relied on the notion of identity to understand the academic career. We explore the use of identity as a theoretical construct in research about the experience of being an academic. We discuss the individual and organizational factors that scholars have focused on when seeking to understand the role of professional and personal identity in academic careers, as well as recent and emerging shifts in the use of identity within this line of scholarship. Research suggests that if we are to understand the future of the academic career, we must understand the identities of its current and prospective members and, more importantly, how those identities shape goals, behaviors, and outcomes. We close with recommendations for future research and theory development.

Historically, epilepsy was attributed to non‐medical causes such as demonic possession, a gift from God, witchcraft, and mental illness. Only with the advent of the electroencephalogram (EEG) in the 1930s did the medical profession begin to document the neurological basis for the condition. Now a wide range of anticonvulsants allow most epileptics to maintain partial or total control over their seizures. Nevertheless, many epileptics routinely face discouraging social limitations, such as difficulty obtaining a driver's license, employment discrimination, problems with dating and marriage, restrictions on sports and activities, and the expense of medication.

This study aims to investigate the relationship between proactive personality and career self‐management behaviors (job mobility preparedness and developmental feedback‐seeking behaviors), providing evidence for one mediator (career resilience) and one moderator (public self‐consciousness) on this relationship.

Data from 127 employees in one work organization, analyzed using regression analysis.

Proactive personality is positively related to career self‐management behaviors. Career resilience mediates this relationship. In addition, proactive personality and public self‐consciousness have an interactive effect, with developmental feedback‐seeking behaviors as the outcome.

Despite the cross‐sectional nature of the study, the findings uncover mechanisms through which proactive personality is related to career self‐management behaviors. According to the findings, this relationship is subject to important intervening (career resilience) and boundary (public self‐consciousness) conditions.

The findings serve as a resource for practitioners interested in interventions. Specifically, practitioners in organizations where the results generalize can design interventions directed at enhancing the direct effect of proactive personality on career self‐management. These interventions can be directed to managing employees' career resilience and cognitively restructuring their public self‐consciousness perceptions.

This study adds to the literatures on career self‐management behaviors and proactive personality and explicates important intervening mechanisms in this relationship.

The paper aims to investigate the antecedents of taking charge, an extra‐role behavior (ERB) directed at challenging the status‐quo.

The hypotheses were tested using regression analysis on data obtained by surveying 211 employees in one work organization.

Support was found for the distinctiveness of taking charge, a type of ERB that challenges the status‐quo, from traditional ERB, such as organization‐directed and individual‐directed organizational citizenship behaviors (OCBO, OCBI, respectively), and from in‐role behaviors (IRB). In addition, individual‐related factors, such as propensity to trust, employee exchange ideology, and their interaction, predict taking charge. Supervisor‐related factors, such as output control by the direct manager, are also significant predictors.

Practitioners interested in interventions to enhance taking charge behaviors can rely on these findings by either selecting employees (based on the employees' propensity to trust and exchange ideologies) or by providing appropriate organizational controls.

The findings are valuable for those engaged in theory building and testing and for practitioners. From a theoretical perspective, the paper proposes and tests novel predictors of taking charge on a sample of administrative and line employees. In addition, if the results are properly validated in other organizational contexts, practitioners can use these ideas to design specific interventions.

With the start of a new decade in 1980, the public witnessed the arrival of a significant new technology, closed‐captioned television. The culmination of nearly a decade of research and development, closed‐captioned television opened up a new world for the hearing‐impaired. Closed captioning provides a line of on‐screen, written messages co‐ordinated with the sound of the television program. These captions are “closed” in that they are visible only to viewers who have specially designed adapters, known as decoders, to make the words appear on the screen. More than just subtitles, captioning transcribes narration and sound effects as well as dialog. At last, over sixteen million hearing‐impaired individuals in the United States can read what they cannot hear on television.