Organizational E-Mentoring and Learning

Haran, Vidya V.; Jeyaraj, Anand

doi:10.4018/irmj.2019010104

Cited by 12 publications

(18 citation statements)

References 39 publications

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“…Article • To contribute to raising the quality of the mentoring process in the academic field [13,15,43] Conference papers • To foster positive mentor-student relationships through communication [14,34] Book chapters • To offer the mentees individualized support through of specific tools [38,39] Terminology Article • Mentor-mentee [7][8][9]12,13,15,16,32,41,42,44].…”

Section: Goals Of Mentoring Programsmentioning

confidence: 99%

“…Conference papers • Mentor-mentee [14,[33][34][35][36] Book chapters • Mentor-student (teacher-student) [37][38][39] Future of mentoring Article • Identification and improvement of learning difficulties, thus promoting good academic performance [15,16,32,42].…”

Section: Goals Of Mentoring Programsmentioning

confidence: 99%

“…The second area is the contribution to the internal processes of higher education institutions in such a way that mentoring programs adapt to current educational trends. Haran and Jeyaraj [16] and Doukakis et al [33] believe the choice of adequate information from e-mentoring projects should effectively fit it into institutional policies for future processes. Similarly, Rodrigues Reali et al [37] and Kahraman and Abdullah [50] stablished a link between cultural and structural continuity of mentoring programs to achieve specific objectives.…”

Section: Rq1 What Areas Are Being Developed With the Application Of mentioning

confidence: 99%

“…To guarantee the effectiveness of the evaluation process of the e-mentoring program at the University of Urbana-Champaign, Haran and Jeyaraj [16] designed an evaluation process distributed into four phases: the evaluation plan, evidence collection, synthesis, and the report and diffusion.…”

Section: Support and Facilitate The Process Of Construction Of Learnimentioning

confidence: 99%

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E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

2020

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Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

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Section: Goals Of Mentoring Programsmentioning

confidence: 99%

Section: Goals Of Mentoring Programsmentioning

confidence: 99%

Section: Rq1 What Areas Are Being Developed With the Application Of mentioning

confidence: 99%

Section: Support and Facilitate The Process Of Construction Of Learnimentioning

confidence: 99%

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E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

2020

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“…Por otro lado, existe una terminología variada en torno a la idea de mentoría a distancia, a saber: e-mentoría, mentoría online, mentoría virtual, tele-mentoría etc. La característica principal de esta modalidad de mentoría radica en que la relación entre el mentor y el mentorizado (estudiante novel, también denominado mentee o telémaco) se realiza mediante las nuevas tecnologías como canal de comunicación principal (Gregg, Wolfe, Jones, Todd, Moon, y Langston, 2016;Haran y Jeyaraj, 2019;Alhadlaq, Kharrufa y Olivier, 2019). Entre los beneficios de esta modalidad de mentoría destaca su flexibilidad espacio temporal, ya que su carácter asincrónico permite a las personas mentoras poder elaborar más profundamente sus respuestas, facilitando la comunicación en el caso de personas más tímidas, además de la posibilidad de poder llegar a más personas (Rísquez y Sánchez-García, 2012;Grace, Raghavendra, McMillan, y Gunson, 2019).…”

Section: Introductionunclassified

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title

Fernández-García

García²,

Bullido³

2019

REOP

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RESUMEN Este artículo explora el perfil y las funciones específicas de la figura del e-mentor, en el marco de un máster universitario a distancia, dentro de un programa destinado a facilitar la adaptación académica de los nuevos estudiantes. Concretamente, se estudian los elementos que están presentes en la configuración del perfil del mentor dentro de un contexto de educación superior de posgrado a distancia. El estudio se aborda desde la experiencia y percepciones de los propios mentores. Se emplea para ello un diseño mixto, combinando un análisis cuantitativo (descriptivos y análisis de conglomerados a partir de escalas de valoración) y cualitativo (análisis de contenido, a partir de grupo de discusión y de un cuestionario abierto), triangulando, por último, ambos conjuntos de resultados. Se constata una alta satisfacción general con la propia labor de acompañamiento, y la emergencia de ciertas competencias socioemocionales presentes en el ejercicio del rol de mentor y que parecen jugar un papel clave, tales como acompañar en momento de dificultad, motivar y ofrecer apoyo emocional. Se concluye acerca de la importancia de las competencias socioemocionales para ejercer este rol y la necesidad de mantenerse dentro de los límites de las funciones que corresponden a esta figura; así como, complementariamente, la conveniencia de clarificar dicho rol a los estudiantes beneficiarios del programa. Se concluye asimismo acerca de la relevancia de la formación específica en técnicas de mentoría para este perfil. ABSTRACT This article explores the profile and specific functions of the figure of the e-mentor, within the framework of a distance university master's degree, within a program designed to facilitate the academic adaptation of new students. Specifically, the elements that are present in the configuration of the mentor's profile are studied within a context of postgraduate distance education. The study is approached from the experience and perceptions of the mentors themselves. A mixed design is used for this, combining a quantitative analysis (descriptive and analysis of clusters based on rating scales) and qualitative analysis (content analysis, from a discussion group and an open questionnaire), triangulating, finally, both sets of results. There is a high general satisfaction with the accompaniment work itself, and the emergence of certain socio-emotional competences present in the role of mentor and that seem to play a key role, such as accompanying at times of difficulty, motivate and offer emotional support. It concludes about the importance of socio-emotional competencies to exercise this role and the need to stay within the limits of the functions that correspond to this figure; as well as, in addition, the convenience of clarifying said role to the students who are beneficiaries of the program. It also concludes about the relevance of specific training in mentoring techniques for this profile.

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Unveiling business school interns' satisfaction toward online summer internship program amid COVID-19

Maini

Sachdeva

Mann

2021

HESWBL

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PurposeThe objective of this research is to explore factors that influence interns' satisfaction (is) toward the e-internship program, an alternate adopted by management institutes in lieu of the regular summer internship amidst the global pandemic, coronavirus disease 2019 (COVID-19).Design/methodology/approachA cross-sectional research design with a self-reported questionnaire was conducted on business school (B-school) interns to rate the factors that contribute to their e-internship satisfaction. Structural equation modeling was used to examine the responses obtained from 203 B-school interns with a diverse demographic background belonging to a government university of North India. Convenience sampling was employed to get valid responses from interested respondents.FindingsResults revealed that although all the four factors under consideration, faculty mentors' preparedness (FMP), industry mentors' preparedness (IMP), interns' readiness toward online internship and interns' Internet efficacy (IIE) are significantly related to IS, industry mentors' role was found to have a major impact on the IS. The study unravels that industry mentors' interaction has a potential role in the successful implementation of e-internships.Research limitations/implicationsThe study has implications for the university as well as the companies to ponder on factors that satisfy interns during the virtual internship and designing an effective internship program by having a collaborative approach.Originality/valueThere is a dearth of empirical studies on internships in general and e-internship in particular, so this study fills the gap and contributes to the existing literature and provides ways to satisfy B-school interns toward e-internship by addressing the key factors.

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Organizational E-Mentoring and Learning

Cited by 12 publications

References 39 publications

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title

Unveiling business school interns' satisfaction toward online summer internship program amid COVID-19

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