ERIC Number: EJ1044899
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 49
A Motivation Perspective on Faculty Mentoring: The Notion of "Non-Intrusive" Mentoring Practices in Science and Engineering
Lechuga, Vicente M.
Higher Education: The International Journal of Higher Education and Educational Planning, v68 n6 p909-926 Dec 2014
Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee's intrinsic motivation. Through a series of 15 interviews with faculty members from mathematics, engineering, and life science, coupled with the use of self-determination theory, the author demonstrates how disciplinary backgrounds influence their needs for autonomy, competency, and connectedness, which effects their intrinsic motivation to engage in scholarly work. The author highlights three themes that speak to the notion of "non-intrusive" mentoring practices that can help foster and sustain motivation, and argues that future research is needed to shed more light on how disciplinary cultures influence mentoring.
Descriptors: Higher Education, College Faculty, Mentors, Teacher Motivation, Best Practices, Interviews, Mathematics Education, Engineering Education, Science Education, Biological Sciences, Professional Autonomy, Competence, Interprofessional Relationship, Intellectual Disciplines
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A