Books and journals Case studies Expert Briefings Open Access
Advanced search

Search results

1 – 10 of over 9000
To view the access options for this content please click here
Article
Publication date: 1 March 2002

Formal mentoring: is there a strategic fit?

Earnest Friday and Shawnta S. Friday

Many organizations have implemented formal mentoring programs within the last few years. Some organizations have realized success with their formal mentoring programs…

HTML
PDF (430 KB)

Abstract

Many organizations have implemented formal mentoring programs within the last few years. Some organizations have realized success with their formal mentoring programs, while others have not fared so well. A missing link with many formal mentoring programs is a corporate level mentoring strategy. The lack of a corporate level mentoring strategy inhibits the mentoring process from becoming an integral part of an organization’s culture, therefore not allowing for the maximization of benefits that can be gained from effective formal mentoring processes and programs. Thus, this paper offers a framework for creating a corporate level mentoring strategy; a standardized mentoring process; and customized mentoring programs, all of which should align with the organization’s strategic positioning to facilitate the achievement of maximum effectiveness from the implementation of formal mentoring programs.

Details

Management Decision, vol. 40 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/00251740210422820
ISSN: 0025-1747

Keywords

  • Mentoring
  • Corporate strategy
  • Corporate culture

To view the access options for this content please click here
Article
Publication date: 1 July 2000

Mentoring: the Australian experience

Linda MacGregor

The article examines the thought and practice relating to mentoring in Australia. Beginning with facilitated mentoring, two case studies are provided. A second view…

HTML
PDF (90 KB)

Abstract

The article examines the thought and practice relating to mentoring in Australia. Beginning with facilitated mentoring, two case studies are provided. A second view, guided learning is also explored. The article concludes with a consideration of future trends.

Details

Career Development International, vol. 5 no. 4/5
Type: Research Article
DOI: https://doi.org/10.1108/EUM0000000005362
ISSN: 1362-0436

Keywords

  • Mentoring
  • Learning

To view the access options for this content please click here
Article
Publication date: 27 January 2021

Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

Kat R. McConnell and Rachel Louise Geesa

The purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.

HTML
PDF (151 KB)

Abstract

Purpose

The purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.

Design/methodology/approach

Data from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.

Findings

Four themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.

Research limitations/implications

Participation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.

Originality/value

This study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/IJMCE-01-2021-0004
ISSN: 2046-6854

Keywords

  • Doctoral mentoring
  • Education doctorate students
  • Mentoring relationships
  • Virtual mentoring

To view the access options for this content please click here
Article
Publication date: 19 November 2020

Mentor support systems in a doctoral mentoring program

Rachel Louise Geesa, Kat R. McConnell, Nicholas Patrick Elam and Ellie Clark

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support…

HTML
PDF (184 KB)

Abstract

Purpose

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.

Design/methodology/approach

Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.

Findings

Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.

Research limitations/implications

The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.

Originality/value

Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/SGPE-10-2019-0081
ISSN: 2398-4686

Keywords

  • Mentoring
  • Doctoral program
  • EdD
  • Education doctorate
  • Mentor perspectives
  • Scholar-practitioners

To view the access options for this content please click here
Book part
Publication date: 25 July 2019

Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University

Bill (W.E.) Boyd, Katrina Alexander, Margie Wallin, Warren Lake, Rob Cumings and Rachel Callahan

This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups…

HTML
PDF (1.3 MB)
EPUB (263 KB)

Abstract

This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
DOI: https://doi.org/10.1108/S2055-364120190000017006
ISBN: 978-1-78756-065-9

Keywords

  • Peer-to-peer mentoring
  • equity groups
  • university
  • disciplinary culture
  • first in family
  • Indigenous
  • low socio-economic status
  • regional and remote
  • non-English speaking background
  • international students

To view the access options for this content please click here
Article
Publication date: 3 June 2019

Self-reflective mentoring: perspectives of peer mentors in an education doctoral program

Kat McConnell, Rachel Louise Geesa and Kendra Lowery

The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized…

HTML
PDF (176 KB)

Abstract

Purpose

The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution.

Design/methodology/approach

Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors.

Findings

Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development.

Research limitations/implications

Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike.

Originality/value

In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/IJMCE-07-2018-0043
ISSN: 2046-6854

Keywords

  • Professional development
  • EdD
  • Doctoral peer mentoring program
  • Education doctorate
  • Mentoring relationships
  • Peer mentor

To view the access options for this content please click here
Article
Publication date: 4 September 2017

Preparing teachers to mentor beginning teachers: an Australian case study

Denise Beutel, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis and Peter Churchward

The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and…

HTML
PDF (199 KB)

Abstract

Purpose

The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program.

Design/methodology/approach

This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality.

Findings

Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study.

Practical implications

The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools.

Originality/value

The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/IJMCE-04-2017-0030
ISSN: 2046-6854

Keywords

  • Mentoring
  • Beginning teacher
  • Co-inquiry
  • Mentoring preparation
  • Teacher mentor

To view the access options for this content please click here
Article
Publication date: 5 September 2016

Mentoring aspiring racialized leaders: A review of a pilot program in the Peel District School Board

David Jack and Robert Lobovsky

The purpose of this paper is to examine the initial outcomes of a mentoring program designed to increase the advancement prospects of racialized teachers to vice principal…

HTML
PDF (131 KB)

Abstract

Purpose

The purpose of this paper is to examine the initial outcomes of a mentoring program designed to increase the advancement prospects of racialized teachers to vice principal positions within a Canadian school district.

Design/methodology/approach

This program assessment documents evidence that challenges current school leadership paradigms rooted in western dominance and suggests new approaches to leadership informed by research on diversity, equity, and identity.

Findings

Survey data from 32 participants (13 mentors and 19 mentees) from Canada’s second largest school district were analyzed thematically and showed that racialized mentees generally rated their satisfaction with the program lower than did mentors (both racialized and non-racialized), particularly as it relates to feelings of inclusion and in the program’s potential to influence the recruitment and advancement of racialized employees in the district.

Research limitations/implications

The findings are limited to a single mentoring program for aspiring racialized leaders within a single, large school district but reinforce similar findings from research conducted in another large Canadian urban center, the USA and UK, and are of interest in other educational contexts where leaders from diverse backgrounds are underrepresented.

Originality/value

The paper reinforces findings from the small number of studies on targeted leadership mentoring for specific populations. While the findings support the practice of mentoring for leaders, the authors challenge the culture-free leadership paradigm that permeates Western education literature and question its role as an underlying barrier for aspiring racialized leaders in schools.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/IJMCE-03-2016-0022
ISSN: 2046-6854

Keywords

  • Mentoring in education
  • Educational leadership
  • Canadian schools
  • Mentoring for racialized leaders
  • Teacher promotion

To view the access options for this content please click here
Article
Publication date: 1 January 2006

The principalship: how significant is mentoring?

Brian Hansford and Lisa C. Ehrich

To draw on a structured review of the literature on formalised mentoring programs for principals with the purpose of exploring their nature and the positive and negative…

HTML
PDF (105 KB)

Abstract

Purpose

To draw on a structured review of the literature on formalised mentoring programs for principals with the purpose of exploring their nature and the positive and negative outcomes for the parties involved.

Design/methodology/approach

The methodological approach utilised in this paper was a structured review of the literature which is a pre‐determined set of criteria, namely a set of coding categories, used for analysing research papers. Forty research‐based papers constituted the structured review and major coding categories utilised in this paper were positive and negative outcomes of mentoring programs for mentors and mentees and factual data relating to the research focus of the sample.

Findings

Both positive and negative outcomes of mentoring were reported in the 40 research‐based papers, with substantially more papers reporting positive outcomes. Frequently cited positive outcomes for mentees included support, sharing ideas and professional development, while, for mentors, networking, professional development and the opportunity to reflect were noted. Frequently cited negative outcomes for mentors and mentees were lack of time to undertake mentoring and personality or expertise mismatch.

Practical implications

The findings highlight the necessity for planners of programs to ensure that mentors are trained; the matching process is executed to eliminate potential incompatibilities; and time for mentoring is factored into program implementation.

Originality/value

The major contribution of the paper is that it makes a strong claim about the specific outcomes of mentoring programs for principals, thereby providing a clearer picture regarding its potential as well as its caveats.

Details

Journal of Educational Administration, vol. 44 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/09578230610642647
ISSN: 0957-8234

Keywords

  • Mentoring
  • Principals
  • Research
  • Research results

To view the access options for this content please click here
Article
Publication date: 8 June 2012

Teacher induction and mentorship policies: the pan‐Canadian overview

Benjamin Kutsyuruba

The purpose of this exploratory article is to address the questions of teacher attrition and retention by examining the policies supporting beginning teachers in different…

HTML
PDF (143 KB)

Abstract

Purpose

The purpose of this exploratory article is to address the questions of teacher attrition and retention by examining the policies supporting beginning teachers in different jurisdictions (provinces and territories) in Canada through teacher induction and mentorship programs.

Design/methodology/approach

This research study relied on the collection of documents as the primary method of data collection. Both policy documents as means of external communication and the informal responses to formal policies by various stakeholders were analyzed in a complementary fashion in this study. The study examined numerous government documents, websites, program/policy memoranda, newsletters, as well as academic reviews pertaining to beginning teacher induction programs across Canada.

Findings

Data analysis revealed significant policy variability across the provinces and localities, with comprehensive induction programs instituted only by the educational authorities in New Brunswick, Ontario, and Northwest Territories. A fundamental building‐block of the induction programs was the creation of a formal mentoring program that matched experienced teachers with teachers who were new to the profession and/or to the province/territory.

Research limitations/implications

Policy makers should consider the implementation of structured induction programs that successfully inculcate new teachers into school cultures and result in decreased teacher attrition and increased retention of beginning teachers. Mentoring is at the core of successful induction programs. Evident in all policy‐mandated induction programs under study was the importance of the school principal's role in effective functioning of mentoring programs. This aspect of the principal's role should be further examined and researched to understand the administrator role in the implementation and functioning of effective induction and mentoring programs for beginning teachers not only in Canada but worldwide.

Practical implications

In considering implementation of teacher induction programs, policymakers need to be aware that comprehensive, intensive support programs for new educators are both an effective and an efficient public investment. If mandated by policies at the macro levels as part of formal induction programs, mentoring programs have the potential to transform schools into collaborative places by establishing a culture of mentoring in schools.

Originality/value

Despite the perceived and actual benefits, government‐instituted induction programs for new teachers are not very common in Canada. While the discussions of such programs are certainly present in the educational literature, this exploratory pan‐Canadian review of induction and mentoring policies has the ability to inform provincial and territorial policymakers about the variability in institutionalizing those programs.

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/20466851211279484
ISSN: 2046-6854

Keywords

  • Mentoring
  • Teacher induction
  • Beginning teacher
  • Teacher attrition
  • Teacher retention
  • Teachers
  • Canada

Access
Only content I have access to
Only Open Access
Year
  • Last week (19)
  • Last month (108)
  • Last 3 months (304)
  • Last 6 months (582)
  • Last 12 months (1063)
  • All dates (9322)
Content type
  • Article (7870)
  • Book part (994)
  • Earlycite article (334)
  • Case study (119)
  • Expert briefing (5)
1 – 10 of over 9000
Emerald Publishing
  • Opens in new window
  • Opens in new window
  • Opens in new window
  • Opens in new window
© 2021 Emerald Publishing Limited

Services

  • Authors Opens in new window
  • Editors Opens in new window
  • Librarians Opens in new window
  • Researchers Opens in new window
  • Reviewers Opens in new window

About

  • About Emerald Opens in new window
  • Working for Emerald Opens in new window
  • Contact us Opens in new window
  • Publication sitemap

Policies and information

  • Privacy notice
  • Site policies
  • Modern Slavery Act Opens in new window
  • Chair of Trustees governance statement Opens in new window
  • COVID-19 policy Opens in new window
Manage cookies

We’re listening — tell us what you think

  • Something didn’t work…

    Report bugs here

  • All feedback is valuable

    Please share your general feedback

  • Member of Emerald Engage?

    You can join in the discussion by joining the community or logging in here.
    You can also find out more about Emerald Engage.

Join us on our journey

  • Platform update page

    Visit emeraldpublishing.com/platformupdate to discover the latest news and updates

  • Questions & More Information

    Answers to the most commonly asked questions here