ERIC Number: EJ1027501
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011
Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.
Mentoring & Tutoring: Partnership in Learning, v22 n1 p56-73 2014
Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of the mentors and mentees who filled out evaluation surveys, 100% recommend the program to colleagues and the majority felt the program should become part of the culture and expectations at the university. Common themes emerged from content analysis of qualitative data: (a) centrality of relationship; (b) mentoring for planning and prioritizing career goals; (c) acquiring new skills; and (d) time and scheduling challenges.
Descriptors: Mentors, Teacher Surveys, College Faculty, Teacher Attitudes, Higher Education, Teacher Persistence, Tenure, Teacher Promotion, Interpersonal Relationship, Work Environment, Goal Orientation, Career Change, Skill Development, Time Management, Positive Attitudes, Helping Relationship, Satisfaction, Mixed Methods Research, Content Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania