Mentoring relationships and the educational process

DeCoster, David A.; Brown, Robert D.

doi:10.1002/ss.37119821903

Cited by 7 publications

(2 citation statements)

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“…Aims and objectives in CD (Graves, 1978) Mentoring relationships and the educational process (Decoster and Brown, 1982) Self-assessment in SL teaching (Azorín, 1991) Capabilities driven curriculum design (Bowden, 2004) Conceptualising feedback literacy:"knowing, being, acting" (Sutton, 2012) Use of modular computer based lessons (Stotter and Culp, 1973) The design of evaluation for learning (Clift and Imrie, 1980) Critiquing as a method of evaluation (Goldenberg, 1994) Internationalizing the HE curriculum (Schuerholz-Lehr et al, 2007) Integrative thinking for business education (Lim, et al, 2012) Instructional design articles (Gow, 1976) Appraisal and accountability in HE (Elton, 1988) A model of integrated thinking skills in the curriculum (Lopez and Sanchez, 1992) Models of peer observation of teaching (Gosling, 2002) Developing problem-based learning (Westcott, et al, 2010) Professional individual focus (Bradley and Eggleston, 1978) A taxonomy of objectives for professional education (Carter, 1985) Selecting and developing experiential exercises using movies (Schreier, 1990) From QA to quality enhancement in European HE (Gvaramadze, 2008) Threshold concepts in practice education (Tanner, 2011) (continued ) Exploring a new role for teachers: promoting learner autonomy (Yang, 1998) Development and validation of framework for teaching competencies in HE …”

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confidence: 99%

Section: Appendixmentioning

confidence: 99%

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Threshold concepts in business school curriculum – a pedagogy for public trust

Bajada

Jarvis

Trayler

et al. 2016

Education + Training

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Purpose -The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum. Design/methodology/approach -A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject. Findings -Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects.Research limitations/implications -Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing. Practical implications -The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications. Originality/value -Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.

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Section: Sample Papersmentioning

confidence: 99%

Section: Appendixmentioning

confidence: 99%

Threshold concepts in business school curriculum – a pedagogy for public trust

Bajada

Jarvis

Trayler

et al. 2016

Education + Training

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Faculty-Graduate Student Mentoring: Implications for Health Education

Brey

Hsd²

1999

Journal of Health Education

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Mentoring and Adult Career Development

Carden

1990

The Counseling Psychologist

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Mentoring has become a buzz word among educational, professional, and corporate consultants charged with the task of socializing students into their professional identities (Bogat & Redner, 1985; Collins, Barrett, & Citrin, 1985; Obleton, 1984; O'Neil & Wrightsman, 1988) or securing the loyalties and optimizing the resources of talented young corporate employees (Hennecke, 1983; Klauss, 1981; Vernon-Gerstenfeld & Burke, 1985; Zey, 1984). Popular as well as academic audiences have been deluged with articles, books, presentations, and workshops touting the benefits and cautioning against the hazards of mentoring as a means to personal enhancement and/or career advancement. Counseling psychologists, in their roles as career counselors and educators, organizational consultants, and researchers need to understand the implications of this growing movement for the institutions and individuals they serve. This integrative review of theoretical and empirical literature on mentoring seeks to promote such an understanding.

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Mentoring relationships and the educational process

Abstract: Mentoring relationships are powerful learning experiences that can enhance the present quality of faculty‐student interactions and humanize the college environment.

Cited by 7 publications

References 2 publications

Threshold concepts in business school curriculum – a pedagogy for public trust

Threshold concepts in business school curriculum – a pedagogy for public trust

Faculty-Graduate Student Mentoring: Implications for Health Education

Mentoring and Adult Career Development

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