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ERIC Number: EJ901298
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1812-9129
Peer and Faculty Mentoring in Doctoral Education: Definitions, Experiences, and Expectations
Noonan, Mary Jo; Ballinger, Ruth; Black, Rhonda
International Journal of Teaching and Learning in Higher Education, v19 n3 p251-262 2007
Mentoring has long been recognized as an effective strategy for retaining and supporting doctoral students in their programs of study. In this qualitative investigation, we conducted three focus groups of proteges, peer mentors, and faculty mentors to explore definitions, experiences, and expectations of mentoring. Results indicated that the three groups had meaningful differences in all three areas of interest. These differences were consistent with emerging conceptual frameworks explaining adult learning processes and perceived needs. The frameworks involved "stages" of mentoring and classifying the student's preferred mentoring style along dimensions of pedagogy and andragogy. These frameworks suggest the need for clarifying protege and mentor roles/expectations early and throughout the doctoral program. (Contains 4 tables.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A