ERIC Number: EJ1076653
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 44
Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?
Terry, Tarae; Ghosh, Rajashi
Mentoring & Tutoring: Partnership in Learning, v23 n3 p187-212 2015
Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program. Study participants shared their experiences with mentors across their life domains (academic, personal, and professional) to seek support needed to promote progression and or completion of the program. Each mentoring relationship served a specific purpose. For instance, family members and friends supported participants with home duties, childcare, encouragement, and praise during their doctoral journey. Supervisors supported the participant's success both academically and professionally. Fellow doctoral students enhanced the learning experience by sharing different perspectives and providing academic and career advice/strategies. Faculty mentoring support was critical to the academic and dissertation process as well as to scholarly development.
Descriptors: Mentors, Doctoral Programs, Success, School Holding Power, Academic Persistence, Educational Attainment, Social Support Groups, Faculty Advisers, Family Involvement, Peer Relationship, Student Experience, Adult Learning, Private Colleges, Graduate Students, Personal Narratives, Biographies, Supervisors, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Authoring Institution: N/A