Online Dissertation Chairs’ Perceptions on the Role of Reflective Mentoring Practices and Changing Student Cross-Cultural and Generational Worldviews

Abstract

Online doctoral students from different cross-cultural generations may disconnect when dissertation chairs fail to understand how students' worldviews impact doctoral students during the dissertation-writing process. Because of the changing needs of digitally connected Generation Z students who will enter online doctoral programs by the mid-2020s, higher education leaders must create a model that will prepare online doctoral chairs to change how they mentor students and reflect on mentoring practices. The purpose of this qualitative exploratory case study was to examine how online dissertation chairs perceived the role of reflective mentoring practices and changing student cross-cultural and generational worldviews. The themes that emerged were online anonymity versus personalization, shepherd leadership versus transformational leadership, and meeting professional goals versus student-centered goals. The significance of the study is the need for online leaders to institute a change process that will be firmly in place for online dissertation chairs when Generation Z students are old enough to begin doctoral programs.

“I'll be there for you”: A review of research on beneficial dissertation mentoring practices

“…The studies in this synthesis indicated that the dissertation mentor's career or instrumental duties are essential for the success of their mentee in completing their dissertation. First, being available, accessible, and maintaining good communication was a key theme, and several studies found these efforts to be critical (Burrington et al., 2022; Fedock, 2017; Jameson et al., 2021; Kumar & Johnson, 2017, 2019; Reedy & Taylor‐Dunlop, 2015; Terr & Gosh, 2015). Second, guiding the mentee in setting goals and providing direction throughout the dissertation process was essential for the mentee to stay on track and achieve their objectives in several studies (Burrington et al., 2022; Fedock, 2017; Gearity & Mertz, 2012; Heinrich, 1995; Jameson et al., 2021; Reedy & Taylor‐Dunlop, 2015).…”

“…Following is a list of the included studies as well as the study participants Belcher (1994): Advisees Burrington, Madison, and Schmitt (2020): Advisors Burrington et al. (2022): Advisees Fedock (2017): Advisors Gearity and Mertz (2012): Advisees Heinrich (1995): Advisees Jacobsen et al. (2021): Advisors Jaeger et al.…”

“…The research studies indicated that building trust, setting high expectations, fostering a professional relationship or friendship, mutual respect, and encouragement are critical elements for a successful mentoring relationship. Trust emerged as essential to helping a mentee feel comfortable sharing their challenges and successes with their mentor, who in return could provide guidance and feedback in a safe and supportive environment (Burrington et al, 2022;Fedock, 2017;Gearity & Mertz, 2012;Heinrich, 1995;Jacobsen et al, 2021;Rademaker et al, 2016;Reedy & Taylor-Dunlop, 2015). Setting high expectations prompted mentees to strive for excellence (Gearity & Mertz, 2012;Jameson et al, 2021).…”

“…Second, guiding the mentee in setting goals and providing direction throughout the dissertation process was essential for the mentee to stay on track and achieve their objectives in several studies (Burrington et al, 2022;Fedock, 2017;Gearity & Mertz, 2012;Heinrich, 1995;Jameson et al, 2021;Reedy & Taylor-Dunlop, 2015). Third, supporting and structuring the mentee's work as well as providing scaffolding and resources when necessary helped mentees to overcome obstacles and stay motivated (Belcher, 1994;Burrington et al, 2022;Gearity & Mertz, 2012;Heinrich, 1995;Jacobsen et al, 2021;Jameson & Torres, 2019;Jameson et al, 2021;Kumar & Johnson, 2013, 2017Reedy & Taylor-Dunlop, 2015;Stevens et al, 2021). Fourth, coaching the mentee by addressing their weaknesses and strengths helped them develop the necessary skills and knowledge to complete their dissertation successfully (Reedy & Taylor-Dunlop, 2015;Stevens et al, 2021).…”

“…Fifth, modeling good research practices and ethical behavior helped the mentee learn by example and set high standards for their work (Stevens et al, 2021). Sixth, offering feedback, both positive and constructive, helped the mentee improve their work and develop their critical thinking skills (Burrington, Madison, Schmitt, & Howell, 2020;Burrington et al, 2022;Gearity & Mertz, 2012;Jacobsen et al, 2021;Kumar & Johnson, 2013, 2017Reedy & Taylor-Dunlop, 2015;Stevens et al, 2021). Finally, championing the mentee's work and intervening on their behalf when necessary helped mentees feel that they could succeed (Jaeger et al, 2011).…”