Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education

Woloshyn, Vera; Savage, Michael; Ratković, Snežana; Hands, Catherine; Martinović, Dragana

doi:10.1108/ijmce-02-2019-0028

Cited by 18 publications

(16 citation statements)

References 33 publications

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“…Mentorship is more than the passing down of professional knowledge and skills. It is a mutual commitment to support the holistic development and well-being of mentee and mentor (Woloshyn et al, 2019). As such, we view the desired "end" of mentorship as "human flourishing" (Cherkowski and Walker, 2019, p. 354).…”

Section: Literature Review Mentorship In Graduate Educationmentioning

confidence: 99%

“…They seek to make a difference in the lives of their mentees, encourage and model professional risk-taking and constantly consider how they can learn from their mentees to improve their personal and professional selves (Mullen, 2012). They also candidly discuss and model for mentees the value of personal well-being (Woloshyn et al, 2019). This requires strong interpersonal skills, extensive professional knowledge and skills and an individual ideology that embraces democratic learning, shared leadership, collaboration and a genuine concern for others' wellbeing (Cho et al, 2011;Mullen, 2012).…”

Section: Role Of Mentorsmentioning

confidence: 99%

“…But, it is also because the knowledge and skills needed for psychosocial mentorship are highly specialized. Psychosocial mentorship requires active listening skills, appropriate responding skills and a degree of distress tolerance (Woloshyn et al, 2019). It also requires a willingness from mentors to be vulnerable and sincere with their mentees (Al Makhamreh and Stockley, 2019).…”

Section: Role Of Mentorsmentioning

confidence: 99%

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Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

Lasater

Smith

Pijanowski

et al. 2021

IJMCE

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PurposeThe purpose of this study is to investigate mentorship practices during the COVID-19 pandemic and to consider how mentorship could be improved to support students of educational leadership (EDLE) during crises.Design/methodology/approachParticipants in this collective self-study were four faculty members (i.e. the authors) within an EDLE program in one public, research-intensive university in the southern USA. Data sources were memos, email correspondence, reflective dialogue, course evaluations and meeting notes. Analysis involved dialogic engagement among the research team to identify emergent themes.FindingsAnalysis revealed five themes that reflect our collective experiences as mentors during the pandemic. These themes were challenges created by dismantled systems; meeting students' needs for understanding, flexibility and meaningful learning experiences; evolving personal–professional boundaries; grappling with our own sense-making and well-beingness; and clarifying values and priorities.Practical implicationsThe pandemic exemplifies the need for a deeper conceptualization of mentorship that stimulates more intimate, compassionate relationships between mentors and mentees. When mentorship is grounded in compassion, intimacy and mutual vulnerability, it demonstrates a genuine ethic of care and concern for others that is supportive of well-being and serves as a model for mentees entering the profession.Originality/valueThis paper extends disciplinary knowledge by focusing on the mentorship of EDLE students during crises and provides insights on how mentorship could be enacted to mutually support mentor–mentee well-being.

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Section: Literature Review Mentorship In Graduate Educationmentioning

confidence: 99%

Section: Role Of Mentorsmentioning

confidence: 99%

Section: Role Of Mentorsmentioning

confidence: 99%

See 1 more Smart Citation

Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

Lasater

Smith

Pijanowski

et al. 2021

IJMCE

View full text Add to dashboard Cite

show abstract

“…Supervisory and mentoring relationships are critical to the graduate student experience, success and well-being (Rose, 2013). Faculty, in turn, appear to be increasingly aware of the importance of creating inclusive and positive learning environments that promote and sustain graduate student well-being (Woloshyn et al, 2019). While the provision of academic accommodations and on-campus services are recognized as important to these efforts, they are often perceived as secondary to the need to develop authentic and caring relationships, and mentorship in graduate education.…”

Section: Professor and Graduate Student Well-beingmentioning

confidence: 99%

Support, Mentorship and Well-Being in Canadian and Croatian Faculties of Education: Professor and Student Perspectives

Woloshyn¹,

Savage²,

Kaefer³

et al. 2021

JED

Self Cite

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The purpose of this quantitative study was to examine professors’ and Master of Education (MEd) students’ well-being, support, academic self-efficacy and mentorship in Canada and Croatia. Overall, 118 professors and 98 MEd students from three universities in Canada and three universities in Croatia completed the online surveys in English and Croatian, respectively. The frameworks of self-determination theory and relational cultural theory informed interpretation of our findings. Results suggest that for professors in both countries, personal support, professional support and academic self-efficacy predict professional well-being. Only personal support predicts personal well-being in Canadian professors, while personal support and academic self-efficacy predicts personal well-being in Croatia. Personal and professional support was also associated with positive mentorship practices in Canada. Students in both countries, who felt supported professionally and personally, reported greater professional and personal well-being respectively. Self-efficacy may make a difference for Croatian students but seemed to have little unique impact on Canadian students. Studying part-time in Canada was associated with higher personal and professional well-being but was associated with lower personal well-being in Croatia. Mentorship practices seemed to have little effect on well-being in either country. Overall, professors reported higher well-being and support than M.Ed. students. We conclude with recommendations that would be informative for university administrators, graduate programs, and services interested in the well-being of professors and graduate students.

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“…Responding to this call, we engage with the literature in the field and our personal and professional narratives of migration, education, and scholarship. Researchers have further identified academic, self-advocacy, social-emotional connectedness (Fedynich et al, 2016), mentoring (Hu et al, 2008;Protivnak & Foss, 2009), caring relationships, academic accommodations, on-campus resources, and inclusive and safe classrooms (Woloshyn et al, 2019) as driving forces of graduate student success and well-being for individuals without refugee backgrounds. In this paper, we argue that these positive and supportive relationships, places, and spaces are equally as important when working with graduate-level students with refugee backgrounds.…”

Section: Creating Safe and Inclusive Scholarly Communitiesmentioning

confidence: 99%

Reflections on Migration, Resilience, and Graduate Education

Obradović-Ratković

Woloshyn

Sethi

2020

JCIHE

Self Cite

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In response to the refugee crisis, it is important to invest in and support refugee education especially at the tertiary level. As displaced individuals rebuild their life upon resettlement, education opportunities are vital to equip them with the knowledge and skills needed to gain meaningful employment, especially since displacement often puts refugee’s education and careers on hold. Displaced girls and women, who might be unaccompanied, pregnant, or disabled, are especially vulnerable in the process of forced migration, education, and resettlement. In this chapter, we explore our personal and pedagogical narratives of migration and resilience as they relate to learning, teaching and mentoring in graduate education. Consistent with the principles of reflexive ethnography and cultural humility, we examine our experiences, beliefs, and cultural identities using semi-structured reflective processes to share and deconstruct our individual and familial experiences as displaced persons, graduate students, instructors, and mentors in the era of heightened economic and political uncertainty, global environmental crises, and the worldwide forced displacement of people. We highlight the importance of honouring the strengths and capacities of female graduate students with refugee backgrounds while creating safe spaces for listening to the women’s learning needs and desires. Finally, we discuss our engagements in labour intensive and time consuming mentorship that afforded academic coaching, skill training, and professional capacity building while supporting women’s sense of agency and socialization into academia and Canada.

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Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education

Cited by 18 publications

References 33 publications

Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

Support, Mentorship and Well-Being in Canadian and Croatian Faculties of Education: Professor and Student Perspectives

Reflections on Migration, Resilience, and Graduate Education

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