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ERIC Number: ED516070
Record Type: Non-Journal
Publication Date: 2009
Pages: 353
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-6728-8
The Role of Mentoring in the Educational Attainment and Career Development of Women Presidents in Colleges of Education in Ghana
Tawiah, Augustine
ProQuest LLC, Ed.D. Dissertation, The University of Memphis
Mentorship has been identified in the adult and higher education literature as a transformational tool for mainstreaming disadvantaged people by providing direction, networks, and opportunities for empowerment to break barriers (Harlley, 2001). Current global interests in mentorship principles and practices are also supported by evidence of the phenomenon in Ghana, West Africa (Mullins Nelson & Tawiah, 2003). The purpose of this study was to investigate if mentoring relationships were critical to the advancement of women presidents in colleges of education in Ghana. The theoretical framework underlying the study were the psychosocial and instrumental principles of mentoring (Kram, 1988), transformational learning and critical reflection (Mezirow, 2004), and experiential learning (Kolb, 2000). Four research questions which guided the study were: (1) What role did mentorship play in the lives of participants? (2) What was the nature of participants' mentoring experiences? (3) Was mentoring beneficial for perspective transformation and critical reflection? and (4) How were participants mentoring a new generation of women for leadership? The study utilized the qualitative method by employing triangulation which specifically focused on case study, phenomenology, hermeneutics, and the narrative analysis approaches. Purposive sampling was utilized in selecting 10 women participants who were interviewed at individual face-to-face sessions. Analyzed data revealed minor problems with mentorship. The overwhelming majority reported immense benefits in the form of guidance towards educational opportunities, academic success, informal professional development, and insights for mentoring a new generation of educators. School teachers and administrators, parents (especially fathers), and inspirational or passive mentors who were never personally accessible to participants were also perceived as mentors. Results of the study demonstrated that mentoring is cast in complex and multidimensional relationships that transcend boundaries of formal and classical methods in vogue in the corporate world. It stands to reason that while mentoring was beneficial to the women participants, it is a phenomenon that is socially constructed and defies a global definition. Context then becomes a basis for determining effective mentorship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana