Mentorship – a pedagogical method for integration of theory and practice in higher education

Arnesson, Kerstin; Albinsson, Gunilla

doi:10.1080/20020317.2017.1379346

Cited by 50 publications

(47 citation statements)

References 21 publications

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“…This historical patriarchy had a negative influence on the number of management positions offered to women in the South African public sector. When considering the slow progress of transformation in the public sector, the absence of mentors is deemed to have had the biggest impact on the career advancement of women ( Arnesson and Albinsson, 2017 ; Hills, 2015 ; Mokoena, 2018 ; Satter and Russ, 2007 ; Weimers et al., 2013 ). There are, however, diverse views on the definition of mentorship.…”

Section: Literature Reviewmentioning

confidence: 99%

The significance of mentorship in supporting the career advancement of women in the public sector

Mcilongo

Strydom

2021

Heliyon

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Historically, patriarchy has manifested itself in the workplace and influenced career opportunities afforded to women in the public sector. The slow progress in the transformation of organisations indicates there is a need for a structural developmental approach for women's career advancement. Mentoring has been recognised as a valuable development strategy and an affirmative action tool that can be used to support and promote women and groups that have been viewed as previously disadvantaged. The aim of the study was to highlight the significance of mentorship as a career advancement mechanism for women in the South African public sector. The study identified dimensions of mentorship (female mentors, career support, mentoring policy and leadership development) and tested the proposed hypotheses to determine whether a statistically significant relationship existed between mentorship and career advancement. A quantitative approach was followed to collect data from a sample of 200 women employed in the public sector in the different provinces of South Africa. Statistical methods used to conduct the data analysis included descriptive statistics and inferential statistics. The results indicate that women employees in the public sector view mentorship as an important factor for development; however, the gender of the mentor does not necessarily influence career advancement. Mechanisms to support mentoring have not been established in the public sector, highlighting the urgency for managers in the public sector to ensure that mentorship policies are put in place.

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Section: Literature Reviewmentioning

confidence: 99%

The significance of mentorship in supporting the career advancement of women in the public sector

Mcilongo

Strydom

2021

Heliyon

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“…Som arbeidsform har mentorskap tradisjoner tilbake til antikken 2 og er ofte forbundet med at en erfaren mester bruker sin kunnskap til å veilede en mer uerfaren svenn innenfor et arbeidsfelt. Til grunn for mentorskaptanken ligger et optimistisk menneskesyn og troen på personlig vekst med dialogen som en sentral dimensjon i arbeidet (Arnesson & Albinsson, 2017;Lauvås & Handal, 2015;Mathisen, 2015).…”

Section: Mentorskap Som Grunnlag For Laering Og Kunnskapsutviklingunclassified

Å balansere mellom barnevernets prinsipper

Netland¹

2020

Verdier I Barnevern

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The focus of this chapter is the potential conflicts between the values that are basic in the work of Norwegian child protection service. Such values are expressed in principles that serve as guidelines for judgement and decisions in the field. ‘The best interest of the child’ principle is held to be grounding. The ‘mildest intervention’ principle and the ‘biological’ principle are normally held to be at the core of how the best interest of the child is to be understood. Important in child protection work, is to interpret the principles, weigh them, and consider what implications they should have in specific cases. I argue that if, for some reason, one principle is ascribed too much weigh on the cost of others, the solution for the child might not be in its best interest. I highlight the importance of not only weighing the principles against each other, but also creating a coherent balance between the principles, people’s moral intuitions and the actual practices of the service. To this end, I suggest that John Rawls’s model called reflective equilibrium might be workable.

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“…The mentor is, in most cases, a person with more professional and academic experience in the area of study or the desired career path of the mentee. Mentoring is about sharing knowledge that has been built from within, tailor-made to the history, challenges, people and their own educational culture [2].…”

Section: The Power Of Mentoringmentioning

confidence: 99%

Development of a toolkit for a mentoring program

Tinoco-Giraldo

Sánchez

García-Peñalvo

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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The mentoring kit for a mentoring program provides the mentors with the necessary resources and tools to help to mentees and teams to understand, apply and integrate their strengths in their respective roles. The tools of the kit offer a working model with the mentee to develop an effective strategy that improves his/her performance through development based on strengths. One of the most effective methods for managing and developing talent within students are mentoring programs. These programs provide a vehicle in which knowledge and wisdom is shared while creating an environment for learning and growth. Novice mentors could benefit from a toolkit to help structure effective mentoring programs. This article describes such a toolkit to provide mentors with the necessary resources and tools to help mentees and teams to understand, apply and integrate their strengths in their respective roles. The objectives of this toolkit are: 1. Deliver models and structures so that the mentee has the ability to: -Develop transformational, theoretical and experiential learning processes. -Develop, evaluate and optimize your resources to function with greater creativity, prominence, leadership and proactivity. 2. Stimulate the development of skills that provide innovative perspectives. 3. Learn to apply the tools and skills acquired in the educational field to: -Understand and diagnose situations in context. -Develop intervention plans with his/her mentor adjusted to the needs and expectations of themselves. -Generate spaces for the identification of barriers and conflicts in his/her processes. -Stimulate actions to overcome challenges or opportunities. -Effective accompaniment of the mentees to reach their goals. Additionally, the tools included in the kit offer a working model for the mentee to develop an effective strategy that improves his/her performance through development based on strengths. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This paper reflects simple tools that can be used in a systematic way so that in the mentoring process the participant can perform the most difficult task of all, that of investigating themselves and at the same time the mentor can count on valuable data to be able to facilitate the work. Future research will focus on the evaluation of the toolkit. KEYWORDSMentoring, toolkit, professional and academic capability, academic development.

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Mentorship – a pedagogical method for integration of theory and practice in higher education

Cited by 50 publications

References 21 publications

The significance of mentorship in supporting the career advancement of women in the public sector

The significance of mentorship in supporting the career advancement of women in the public sector

Å balansere mellom barnevernets prinsipper

Development of a toolkit for a mentoring program

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