Essential E‐Mentors’ Characteristics for Mentoring Online Doctoral Dissertations: Faculty Views

Abstract

Effective mentoring is an integral component of the doctoral dissertation process. Prior research amply explored the triadic symbiosis of faculty mentoring skills, responsibilities, and values within the dyadic mentor–protégé relationship, but did not substantively analyze faculty views of the essential e‐mentors’ characteristics for mentoring online doctoral dissertations. As a result of the lacunae in the mentoring literature, this qualitative case study investigated these views, using purposeful sampling methodology. Mentoring characteristics within the trifold convergence of values, professional skill, and relationships were explored through the lens of online doctoral faculty. Insights were gained through a voluntary, anonymous survey distributed to 10 experienced online doctoral dissertation Chairs via e‐mail. Data were collected from electronically administrated open‐ended surveys, telephone interviews with faculty, and faculty reflective journals. NVivo 10 software was utilized for organization, management, and categorization of data, and a custom‐built database to record and analyze 8 emergent themes using a pattern‐matching coding technique congruent with case study analysis. The results of Second Cycle coding corroborated extant faculty perspectives across the three mentoring domains—professional, psychosocial, and career—and revealed supplemental traits of tenacity, innovation, and adaptability to restrictive administrative protocols. When connected to the eight emergent themes, quality review processes presented barriers to both chairs and doctoral students. The study results may be transferred to similar contexts as this proposed research should prove beneficial to e‐mentors and doctoral learners. E‐mentors will be able to utilize the recommendations to more effectively mentor their students and better manage their relationship to the university.

Online mentoring for academic practice: strategies, implications, and innovations

“…Both traditional and online mentoring function with similar characteristics, that is, reciprocity, developmental benefits, and consistent interaction are crucial elements of both processes 28 . Nevertheless, researchers argue that online mentoring has two characteristics, boundaryless and egalitarian, which make it qualitatively different from the in‐person format 29,30 .…”

“…Studies on mentoring design elements 3,10,14,28,33–35 highlight shared notions and practices that the CTL Mentoring Program has integrated. These are as follows: Voluntary participation; Focus on the developmental needs of participants, including aiming at congruence between the disciplinary teaching traditions of the mentees and the approach taken in mentoring; 10 Strategies for matching pairs on the basis of professional compatibility; Orientation for both mentor and mentee on the dynamics of mentoring; Clarity with regard to goals, expectations, and rules; Combining and/or integrating diverse formats of mentoring, such as one‐to‐one, peer, group, and reverse mentoring; Formative evaluation for continuous improvement; Summative evaluation to determine outcomes. …”

“…[25][26][27] Both traditional and online mentoring function with similar characteristics, that is, reciprocity, developmental benefits, and consistent interaction are crucial elements of both processes. 28 Nevertheless, researchers argue that online mentoring has two characteristics, boundaryless and egalitarian, which make it qualitatively different from the in-person format. 29,30 The former means relative independence of time and geographical distance, which allows mentees to receive assistance that might not otherwise have been available in their teaching environment, while the latter refers to less hierarchical horizontal dynamics and mode of communication.…”

The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership

“…Creighton, Creighton, and Parks (2010) contend that the student-faculty mentoring relationship is the most significant factor in predicting degree completion. From the perspective of online faculty, Nieto's (2016) work reveals essential characteristics for mentoring doctoral dissertations across professional, psychosocial, and career domains. However, an often-overlooked benefit of the dissertation research journey as a whole is its potential to professionally and personally transform the capacities of all concerned -the doctoral candidate, mentor/major professor, and committee.…”

Supporting part-time students in doctoral programs: a technology-based situated learning model

“…Faculty mentors typically provide the foremost guidance in the doctoral students’ journey (Nieto, 2016) and their academic and personal support (Overall et al , 2011). Academic support relates to academic activities such as helping to set clear goals and expectations and providing opportunities for developing research knowledge and skills (Overall et al , 2011).…”