Efficacy of Mentoring on Post Graduate Management Student Performance: A Study

Tripathy, Shyamasundar; Satapathy, Sanjay Kumar

doi:10.5958/2321-5763.2020.00039.6

Cited by 3 publications

(2 citation statements)

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“…Previous research undertaken with postgraduate taught Master's students includes postgraduate students' perceptions of their supervisors' mentoring skills (Arabaci and Ersözlü, 2010), peer mentoring in Paediatrics (Eisen et al, 2014), peer mentoring between undergraduates and postgraduates (Santos et al, 2022), the efficacy of mentoring for postgraduate Management students (Tripathy and Satapathy, 2020), the mentoring of postgraduate residential doctors in Pakistan (Sheikh, Sheikh and Huynh, 2016), and the cultural differences postgraduate students experience in mentoring when studying Music abroad (Leong, 2010). From these studies, different experiences of postgraduate mentees were identified, including: female mentors having more mentoring skills than male mentors, the age of the mentor, the academic status and title of the mentor, cultural differences in teaching and learning when studying abroad, and students not being sure whether to discuss problems with their mentors.…”

Section: Reviewing the Published Sourcesmentioning

confidence: 99%

A reflective account of undertaking the United Kingdom Advising and Tutoring (UKAT) association application for 'Recognised Practitioner Advisor'

King

2024

JLDHE

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The decision I took to undertake the United Kingdom Advising and Tutoring (UKAT) Recognised Practitioner Advisor (RPA) provided the opportunity for reflection on how I approach academic mentoring. The process had three outcomes: it showed the variation in academic mentoring between policy, procedure, and both mentors’ and mentees’ understanding of mentoring, and it enabled me to both develop my own continuing professional development, and more importantly, to support taught Master’s students in their academic learning and development. I would encourage anybody in higher education to also consider undertaking the UKAT RPA.

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Section: Reviewing the Published Sourcesmentioning

confidence: 99%

A reflective account of undertaking the United Kingdom Advising and Tutoring (UKAT) association application for 'Recognised Practitioner Advisor'

King

2024

JLDHE

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“…The critical areas of alumni mentoring are career guidance, course advice, encouragement during the academic program, and opportunities to make professional contacts. The studies conducted among postgraduate students show that mentoring has taken a vital role in resolving many issues faced by students during their academic journey and substantially reduced the number of grievances raised by the students to the program counselors (Tripathy & Satapathy, 2020). Participation in the alumni mentoring program has positively impacted students' perception of the program they enrolled in with a deeper understanding of how the subjects covered in the program support their career growth.…”

Section: Literature Reviewmentioning

confidence: 99%

Alumni mentoring: An approach to build community of learners

Kurian

Nair²

2023

SHS Web Conf.

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Mentors play a vital role in students' academic journey by providing guidance and encouragement to achieve ambitions and educational goals in future. What if the mentor is an alumnus? In this article, a case study of alumni mentoring in Postgraduate Studies at Middle East College, Sultanate of Oman is presented and proposes an alumnus mentoring framework with three major phases for a systematic implementation across the institution. The practice was implemented in a phased approach, starting with 1st semester modules, and further extended to higher semester modules based on student feedback. The survey conducted to review the effectiveness of alumni mentoring sessions confirms that the alumni mentoring practice contributes significantly to shaping students' journey to academic success and supports in creating a community of learners.

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Statistical Analysis of Facilitating and Impeding Factors for the Sustenance of Autonomy

Gupta

Choubey

2021

AJM

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Factors play a significant role in change management. In the context of national education policy 2020, it is envisaged that all the higher education institutions will be autonomous universities or autonomous colleges by 2035. In the current study factors affecting autonomy are explored at the institute, faculty, and student level. Researchers made instrument in Google form is used containing pre-identified facilitating and impeding factors to the sustenance of autonomy. These factors are identified based on the literature review and experiences of researchers. The facilitating and impending factors are prepared on a four-point Likert-type rating scale in Google form. The instrument is filled up by 752 respondents. The data were analyzed using a weighted mean. The reliability of the factors is calculated using Cronbach alpha. All the facilitating and impeding factors have been validated by respondents and it is found that all the factors have more than 60% and less than 75% influence. The institutes are suggested to measure the intensity of both the types of factors and design strategies for maximizing the use of facilitating factors and minimize the influence of the restraining forces for the sustenance of autonomy.

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Efficacy of Mentoring on Post Graduate Management Student Performance: A Study

Cited by 3 publications

References 0 publications

A reflective account of undertaking the United Kingdom Advising and Tutoring (UKAT) association application for 'Recognised Practitioner Advisor'

A reflective account of undertaking the United Kingdom Advising and Tutoring (UKAT) association application for 'Recognised Practitioner Advisor'

Alumni mentoring: An approach to build community of learners

Statistical Analysis of Facilitating and Impeding Factors for the Sustenance of Autonomy

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