Faculty Mentoring Programs at Academic Institutions: A Systematic Literature Review and Suggestions for Future Mentoring Programs

Houston, Melissa

doi:10.29121/ijetmr.v6.i10.2019.457

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Unfortunately, faculty advisors generally do not receive formal mentor training. Instead, they often learn mentoring skills informally from peer observations or by trial and error [16][17][18][19], even though prior studies have shown that faculty could greatly benefit from formal training programs by developing and improving their mentor skills [16,19,20]. This paper presents and promotes an innovative mentor training program, the Advancement of Mentoring Practice Program (AMPP).…”

Section: Introductionmentioning

confidence: 99%

Building Effective Mentoring Relationships: Advancement of Mentoring Practice Program for Engineering Faculty Advisors and Doctoral Student Advisees

Pho,

Hsu,

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Ha Pho currently works as the program director of the Public Health Informatics and Technology (PHIT) Workforce Development program, at University of Massachusetts Lowell (UMass Lowell). This is a $3million federal funded program to create and train undergraduate and graduate students in PHIT. Previously, Ha helped design, develop and implement the DifferenceMaker program, a campus-wide student entrepreneurship initiative at UMass Lowell for eight years. At the DifferenceMaker, she co-created and managed its Mentor program. She is also an adjunct faculty at the Manning School of Business, UMass Lowell. Prior to joining UMass Lowell, Ha worked for The World Bank in Vietnam for ten years. Her experience included assisting small and medium enterprises to raise financial capitals and to acquire technical consulting services, as well as managing projects on capacity building to industry clusters. She also spent two years working as a project manager for Saigon Securities Inc., the largest Vietnamese securities and investment firm. She has a B.A. in English from Vietnam National University and an MBA from UMass Lowell. She is a certified Project Management Professional (PMP). Currently, she is pursuing a Ph.D. in Research and Program Evaluation at the School of Education, UMass Lowell.

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Section: Introductionmentioning

confidence: 99%

Building Effective Mentoring Relationships: Advancement of Mentoring Practice Program for Engineering Faculty Advisors and Doctoral Student Advisees

Pho,

Hsu,

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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A mixed method mentorship audit: assessing the culture that impacts teaching and learning in a polytechnic

Murdoch

Ens

Gustafson

et al. 2021

Empirical Res Voc Ed Train

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The benefits of mentorship to individuals in post-secondary relate to wellbeing, satisfaction, and perceived success which translates to organizational commitment. Mentorship improves skills in academic roles and leadership, yet a disconnect remains on what mentees and mentors expect and what institutions provide. Supports are required for mentorship to be effective in empowering employees and creating a culture that espouses competence and autonomy through collaboration and creativity. The aim of this research was to replicate and advance an earlier study assessing nursing and health sciences in a polytechnic to describe the perceived mentorship culture for faculty, professional services, and leadership, across a provincial organization. This was accomplished through a sequential descriptive mixed methods study assessing the building blocks and hallmarks of a Mentorship Culture Audit. This paper reports on both the comparative assessment from 2013 and this new quantitative survey, along with a qualitative component enhancing the understanding of the mentorship culture within a polytechnic providing a variety of programming for vocational students. The audit revealed the employee perception of a mentorship culture to a mean of 4.52 on a seven-point Likert scale and noted areas of strength or infrastructure to be developed. Qualitative data portrayed further understanding where hallmarks of mentorship promoted or were lacking for informal or formal structures. Organizations benefit from mentorship. Tailoring mentorship to a framework ensures mentorship is anchored for success. This study is unique in its replication, the mixed methods approach, and its originality as an organizational level mentorship assessment.

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Faculty Mentoring Programs at Academic Institutions: A Systematic Literature Review and Suggestions for Future Mentoring Programs

Cited by 2 publications

References 14 publications

Building Effective Mentoring Relationships: Advancement of Mentoring Practice Program for Engineering Faculty Advisors and Doctoral Student Advisees

Building Effective Mentoring Relationships: Advancement of Mentoring Practice Program for Engineering Faculty Advisors and Doctoral Student Advisees

A mixed method mentorship audit: assessing the culture that impacts teaching and learning in a polytechnic

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