The aim of this paper is to provide a synthesis of the literature on defining quality in the context of higher education. In our search for relevant literature, we intentionally cast a wide net, beginning with a broad search in Google Scholar followed by a narrower search in educational databases, including Academic Search Complete, Education Research Complete, Education Resources Information Center (ERIC), and SAGE Premier. We identified both peer-reviewed journal articles and publications from professional organizations, such as the International Organization for Standardization. We begin the paper with a discussion of the existing challenges and strategies for defining quality. Next, we provide a conceptual model of quality based on our review of the literature. Finally, we examine some considerations for defining quality assurance.

<p class="CenteredTextSingleSpace">In the research and professional literature, there are at least four lines of inquiry around mentoring: perceptions of successful mentoring in general, mentoring of doctoral dissertations in particular, mentoring specific to the online environment, and relative importance of mentoring behaviors. In each case, particular qualities that make for successful mentoring are identified and described but not coalesced into a conceptual model of mentoring. In examining this literature, the authors identified 94 mentor behaviors and characteristics of effective mentors, which were reduced for redundancies to 55. These were clustered into a conceptual model of mentoring with two domains, academic and psychosocial with four attributes in the academic domain (competence, availability, induction, and challenge) and three in the psychosocial domain (personal qualities, communication, and emotional support). The two domains and seven attributes of this model are described and discussed, outlining some of the implications of this model for further research.</p>

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