Multiple mentoring in academe: Developing the professorial network

Janasz, Suzanne C. de; Sullivan, Sherry E.

doi:10.1016/j.jvb.2002.07.001

Cited by 276 publications

(146 citation statements)

References 49 publications

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“…While it is beyond doubt that the academic advisor is of particular importance for an upcoming researcher, the literature on academic mentoring has almost neglected the role other mentors might play -in spite of the fact that multiple mentoring is increasingly important in academia (see e.g. Janasz and Sullivan 2004) and that formal mentoring programs regularly assign a mentor beyond the academic advisor (see e.g. Bell and Treleaven 2011;Wasburn and LaLopa 2003).…”

Section: Theory and Literaturementioning

confidence: 99%

Mentoring in higher education: does it enhance mentees’ research productivity?

Muschallik

Pull

2015

Education Economics

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Mentoring programs are increasingly widespread in academia. Still, comparatively little is known about their effects. With the help of a self-collected dataset of 368 researchers in two different fields and accounting for self-selection via matching techniques, we find mentees in formal mentoring programs to be more productive than comparable researchers who do not participate in a formal program -irrespective of whether these instead have an informal mentor or not. Informal mentoring relationships, to the contrary, do not positively affect mentees' research productivity.

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Section: Theory and Literaturementioning

confidence: 99%

Mentoring in higher education: does it enhance mentees’ research productivity?

Muschallik

Pull

2015

Education Economics

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“…Also, as individual and organizational needs have changed, greater emphasis has been placed upon the value of personal learning and the need for robust, diverse developmental networks. Mentors ask the mentee to take much greater responsibility for his or her own developmental path and to seek out multiple mentors to fulfill different needs over time (Higgins & Kram, 2001;de Janasz, Sullivan, Whiting, & Biech, 2003;de Janasz & Sullivan, 2004;Lankau & Scandura, 2007).…”

Section: Introductionmentioning

confidence: 99%

Wake Forest University: Building a campus-wide mentoring culture

McWilliams

2017

MUJ

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This article describes recent efforts by Wake Forest University to develop a campus-wide mentoring culture to support holistic student development, to assist with the critical transition from high school to college to life after college, and to develop skills and practices that will be valued by employers and graduate schools. The article describes how the University's Mentoring Resource Center has been developed and uses a decentralized model of mentoring to support mentor and mentee skill development with online and in-person tools and strategies. The article in particular describes several key peer mentoring programs as examples of diverse program goals and participants that are supporting student transition and development. Finally, the article looks at measures of success and lessons learned that can be applied in the future.

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“…En síntesis, la tutoría en los estudios de posgrado no sólo se asocia con la elaboración de proyectos de investigación y/o intervención, la eficiencia terminal y la graduación, sino también repercute en el posterior desempeño de los posgraduados. Actualmente existen modelos de formación en el posgrado que apuestan a la llamada multitutoría (Janasz y Sullivan, 2004) o lo que también se ha identificado como research training groups programme (University of Twente, 2002) donde se conforman grupos de tutores y estudiantes organizados en torno a la realización de proyectos de alto alcance que integren el trinomio Investigación+Desarrollo+innovación (I+D+i).…”

Section: El Auge Del Posgradounclassified

Evaluación de la tutoría en los estudios d posgrado: construcción y validez de escalas

Flores

Hernández

2017

REDU

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ResumenEl posgrado orientado a la formación de investigadores es una pieza angular en el desarrollo del conocimiento en las sociedades contemporáneas. El presente estudio analiza los procesos formativos en el posgrado mediados por la tutoría orientada a la formación de investigadores. Al realizar una revisión de la literatura se identificaron escasos instrumentos que evaluaran la tutoría mediante el estudio de las funciones y actividades del proceso formativo. Dicha carencia puede explicarse por la falta de definiciones sobre el constructo denominado tutoría en posgrado. Los modelos predominantes de la tutoría Evaluating tutoring in postgraduate education: construction and validity of scales de la Cruz Flores, G. Abreu-Hernández, L. F. Universidad Nacional Autónoma de México AbstractThe graduate studies focused in researchers training is a cornerstone in the development of knowledge in contemporary societies. This study analyzes the formative processes in postgraduate education level that is mediated by tutoring designed to training researchers. Reviewing the literature, we found very few instruments that evaluated the tutoring through the study of the functions and activities at the training process. This absence can be explained by the lack of definitions about the construct called postgraduate tutoring. The predominant models of tutoring recognize that it is a personalized training model that

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Multiple mentoring in academe: Developing the professorial network

Cited by 276 publications

References 49 publications

Mentoring in higher education: does it enhance mentees’ research productivity?

Mentoring in higher education: does it enhance mentees’ research productivity?

Wake Forest University: Building a campus-wide mentoring culture

Evaluación de la tutoría en los estudios d posgrado: construcción y validez de escalas

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