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Early career academic staff support: evaluating mentoring networks
Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. Firs...
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| Published in: | Journal of higher education policy and management 2015-05, Vol.37 (3), p.320-329 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c574t-14046b9bdd56743930f2e2aadca0312c392b0c70032b9a2b63c1caa226c387503 |
| container_end_page | 329 |
| container_issue | 3 |
| container_start_page | 320 |
| container_title | Journal of higher education policy and management |
| container_volume | 37 |
| creator | Denard Thomas, J. Gail Lunsford, Laura Rodrigues, Helena A. |
| description | Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring networks of new staff suggests that some need more support than others. Second, new academics have common needs in professional development support, despite disciplinary differences and the beliefs of many administrators. Third, evaluation of new academics' self-reports show that there are differences in mentoring preferences that influence programme participation. Fourth, participant reports reveal both perceived benefits and some detriments of programme participation. Fifth, a somewhat widespread academic mentoring mindset was identified that may lead to problematic mentoring outcomes depending on demographic characteristics of protégés. Implications for administrators in charge of staff development and avenues for future research are presented. |
| doi_str_mv | 10.1080/1360080X.2015.1034426 |
| format | article |
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This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring networks of new staff suggests that some need more support than others. Second, new academics have common needs in professional development support, despite disciplinary differences and the beliefs of many administrators. Third, evaluation of new academics' self-reports show that there are differences in mentoring preferences that influence programme participation. Fourth, participant reports reveal both perceived benefits and some detriments of programme participation. Fifth, a somewhat widespread academic mentoring mindset was identified that may lead to problematic mentoring outcomes depending on demographic characteristics of protégés. 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Gail Lunsford, Laura ; Rodrigues, Helena A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c574t-14046b9bdd56743930f2e2aadca0312c392b0c70032b9a2b63c1caa226c387503</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>academic staff</topic><topic>Academic staff attitudes</topic><topic>Academic staff development</topic><topic>Administrators</topic><topic>Beginning Teacher Induction</topic><topic>Beginning Teachers</topic><topic>Career development</topic><topic>College Faculty</topic><topic>Computer networks</topic><topic>Educational Benefits</topic><topic>Educational Needs</topic><topic>Educational Practices</topic><topic>faculty</topic><topic>Faculty Development</topic><topic>Higher Education</topic><topic>Interviews</topic><topic>Likert Scales</topic><topic>Mentor mentee relationship</topic><topic>Mentoring</topic><topic>Mentoring programs</topic><topic>Mentors</topic><topic>networks</topic><topic>Online Surveys</topic><topic>Participant Satisfaction</topic><topic>Participation</topic><topic>Pilot Projects</topic><topic>Preferences</topic><topic>Professional development</topic><topic>Program Effectiveness</topic><topic>Program Evaluation</topic><topic>School Support</topic><topic>Social Networks</topic><topic>Teacher Participation</topic><topic>Teacher Workshops</topic><topic>Tenure</topic><topic>United States (Southwest)</topic><topic>University faculty</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Denard Thomas, J.</creatorcontrib><creatorcontrib>Gail Lunsford, Laura</creatorcontrib><creatorcontrib>Rodrigues, Helena A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>PAIS Index</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><jtitle>Journal of higher education policy and management</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Denard Thomas, J.</au><au>Gail Lunsford, Laura</au><au>Rodrigues, Helena A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1062672</ericid><atitle>Early career academic staff support: evaluating mentoring networks</atitle><jtitle>Journal of higher education policy and management</jtitle><date>2015-05-04</date><risdate>2015</risdate><volume>37</volume><issue>3</issue><spage>320</spage><epage>329</epage><pages>320-329</pages><issn>1360-080X</issn><eissn>1469-9508</eissn><abstract>Which academics benefit from participation in formal mentoring programmes? 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| ispartof | Journal of higher education policy and management, 2015-05, Vol.37 (3), p.320-329 |
| issn | 1360-080X 1469-9508 |
| language | eng |
| recordid | cdi_proquest_journals_2011365432 |
| source | Business Source Ultimate; Taylor & Francis; EBSCOhost Econlit with Full Text; PAIS Index; ERIC |
| subjects | academic staff Academic staff attitudes Academic staff development Administrators Beginning Teacher Induction Beginning Teachers Career development College Faculty Computer networks Educational Benefits Educational Needs Educational Practices faculty Faculty Development Higher Education Interviews Likert Scales Mentor mentee relationship Mentoring Mentoring programs Mentors networks Online Surveys Participant Satisfaction Participation Pilot Projects Preferences Professional development Program Effectiveness Program Evaluation School Support Social Networks Teacher Participation Teacher Workshops Tenure United States (Southwest) University faculty |
| title | Early career academic staff support: evaluating mentoring networks |
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