A motivation perspective on faculty mentoring: the notion of “non-intrusive” mentoring practices in science and engineering

Lechuga, Vicente M.

doi:10.1007/s10734-014-9751-z

Cited by 40 publications

(35 citation statements)

References 23 publications

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“…For example, when faculty members perceive improving their knowledge and skill for publication in international journal, which is spiritually encouraged or materially supported from departments, they will participate in international research activities more often and deeper. To some extent, this result is contributed by researches of faculty's behavior based on self-determination theory (Lechuga 2014;Lechuga and Lechuga 2012), which proposed that social context support for autonomy conduces toward action's self-determination, resulting in promoting faculty's intrinsic motivation. From this perspective, the extent to which faculty members' view of engagement as being self-guided partly accounts for their international communication motivation.…”

Section: Discussionmentioning

confidence: 99%

“…With the lens of self-determination theory, students' learning behavior (Beachboard, Beachboard et al 2011;Deci et al 1991;Liu et al 2014;Vansteenkiste et al 2006) and faculty work (Lechuga 2014;Lechuga and Lechuga 2012) have been explored. More recently, Li and Eddy (2014) addressed a possibility of which individual willingness may be intermediate factor between environmental factor and faculty behavior.…”

Section: Theoretical Framework and Hypothesismentioning

confidence: 99%

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Motivations of faculty engagement in internationalization: a survey in China

2015

High Educ

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Faculty plays a critical role in the growing trend of internationalization in higher education. Thus, it is important to understand the factors that drive faculty members to get involved in internationalization. Employing structural equation model with data gathered from questionnaire, this study attempts to explore how faculty engagement in internationalization is motivated based on a survey in China, and institution type is also considered in our model. Our findings suggest that in the overall sample, both individual and environmental motivations positively relate to faculty engagement in internationalization, and individual motivation is the more critical predictor. One striking result is that individual motivation plays a complete mediating factor between environmental motivation and faculty engagement in internationalization, suggesting the significance of transferring institutional incentives to faculty's individual competence and efficacy. Institution type significantly accounts for environmental motivations. As to key university, the result was consistent with above. In general institution, however, the effect of environmental motivation is insignificant, indicating that sufficient funding is indispensable for the internationalization ambition of institutions. The implications for research and policy conclude this paper.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework and Hypothesismentioning

confidence: 99%

Motivations of faculty engagement in internationalization: a survey in China

2015

High Educ

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“…While mentees found this information instructive and helpful, their foremost desire was to grow their professional network so they could cultivate research collaborators and gain access to federal grant officers and high-profile journal editors. Despite differences in activities across the domains, career development, sponsorship, and coaching were critical areas of mentorship desired by URM faculty (Cawyer, Simonds, & Davis, 2002;Johnson, 2015;Lechuga, 2014;Zellers et al, 2008). These results coincide with much of the mentoring literature establishing that URM faculty socialization and successful tenure and promotion processes are bolstered by senior faculty mentorship (Berk, Berg, Mortimer, WaltonMoss, & Yeo, 2005;Johnson-Bailey & Cervero, 2003;Mullen & Hutinger, 2008;Stanley & Lincoln, 2005;Turner, 2003).…”

Section: Discussionmentioning

confidence: 74%

Board # 48 : A Mentoring Paradigm for URM and Emeriti Engineering Faculty: Does Quantity of Contact Determine the Quality of the Relationship for Mentees?

Haynes¹,

Mendez²,

Conley³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Mentees were most interested in the sponsorship aspect, with specific interest in networking with potential research collaborators, editors at high profile journals, and federal grant officers. Thus, the mentoring paradigm domains of career development, sponsorship, and coaching appear to be critical areas of mentorship desired by the URM faculty as they continue to establish their professional identities and progress in their careers (Cawyer et al, 2002;Johnson, 2015;Lechuga, 2014;Zellers et al, 2008). Mentors indicated they participated in the program to "give back" to the engineering field and to aid in the diversification of the engineering professoriate.…”

Section: Discussionmentioning

confidence: 99%

“…The new paradigm encompasses three domains of mentoring: (1) career development (emeriti faculty provide assistance in the retention, tenure, and promotion of URM faculty); (2) sponsorship (emeriti faculty create opportunities for networking, exposure, and visibility with potential research collaborators, teaching scholars, and grant program officers by promoting their disciplinary expertise); and (3) coaching (emeriti faculty share their wisdom about the discipline and provide professional and personal advice in successfully navigating academic careers) (Kram, 1985a;Kram, 1985b;Zellers, Howard, & Barcic, 2008). These domains are critical to faculty in STEM fields as they establish their professional identities and progress in their careers (Cawyer, Simonds, & Davis, 2002;Lechuga, 2014). All of the activities will aid in URM faculty professional socialization and serve to widen networking opportunities through emeriti faculty making direct referrals and recommendations from personal, professional contacts, as well as their own experiences.…”

Section: Introductionmentioning

confidence: 99%

A Symbiotic Solution for Facilitating Faculty Transitions in Engineering Academia

Haynes¹,

Gerhardt²,

Conley³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Comas Lamar Haynes is a Principal Research Engineer / faculty member of the Georgia Tech Research Institute and Joint Faculty Appointee at the Oak Ridge National Laboratory. His research includes modeling steady state and transient behavior of advanced energy systems, inclusive of their thermal management, and the characterization and optimization of novel cycles. He has advised graduate and undergraduate research assistants and has received multi-agency funding for energy systems analysis and development. Sponsor examples include the National Science Foundation, Department of Energy and NASA. Dr. Haynes also develops fuel cells and alternative energy systems curricula for public and college courses and experimental laboratories. Additionally, he is the co-developer of the outreach initiative, Educators Leading Energy Conservation and Training Researchers of Diverse Ethnicities (ELECTRoDE). He received his Bachelor of Science degree from Florida A&M University and his graduate degrees (culminating in a Ph.D.) from Georgia Tech; and all of the degrees are in the discipline of Mechanical Engineering. A Symbiotic Solution for Facilitating Faculty Transitions in Engineering AcademiaAbstract Two challenges to the logical shift in the nation's engineering faculty demographics may actually become merged as a symbiotic pair of solutions. Underrepresented minorities (URMs) in STEM recently accounted for 6.3% of engineering faculty (National Action Council for Minorities in Engineering, 2014), despite approaching nearly a third of the nation's population (2010 Census). A central reason for the disproportionate representation is the continued need for effective mentorship and advocacy for these historically marginalized groups into and through the professoriate. Another sensitivity in the requisite shift in engineering faculty composition pertains to the effective transition of senior faculty who are of retirement age yet have the skillsets and desire to continue to be "active". These two perceived "bottlenecks" in the engineering professoriate are simultaneously addressed by strategically matching retired (with emphasis upon "emeriti") faculty as advocates-mentors for appropriately matched URM faculty. Synergistically, a transformative outcome could be more engineering faculty positions opening to an increasingly diversified pool of talent, wherein a generation of retired/retiring faculty advocate for their empowered successors. A pilot program, Increasing Minority Presence within Academia through Continuous Training(IMPACT), was accordingly implemented wherein seven emeriti faculty from a large engineering college were matched with ten URM engineering faculty and one URM postdoctoral associate (i.e., some emeriti faculty had multiple one-on-one assignments). The younger faculty stakeholders were from different engineering colleges, and each had near-term aspirations regarding their progression through academia. Protocols used for recruiting-matching and proactive intervention were key implementation measures. Both sets ...

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A motivation perspective on faculty mentoring: the notion of “non-intrusive” mentoring practices in science and engineering

Cited by 40 publications

References 23 publications

Motivations of faculty engagement in internationalization: a survey in China

Motivations of faculty engagement in internationalization: a survey in China

Board # 48 : A Mentoring Paradigm for URM and Emeriti Engineering Faculty: Does Quantity of Contact Determine the Quality of the Relationship for Mentees?

A Symbiotic Solution for Facilitating Faculty Transitions in Engineering Academia

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