Positive Leadership Theory for Online Dissertation Mentoring

Abstract

A number of theoretical models have been suggested for how to mentor doctoral students. However, they tend to rely on hierarchical and authoritarian relationships between the faculty and students. Such models tend to create dependency and fear of the faculty, resulting in a reluctance in coming to the mentor for guidance. Such models do not tend to work well with online adult doctoral students with jobs and families. This paper proposes a model of positive leadership for online doctoral mentors, where mentors are accessible and create an environment where success is assumed and social support is provided by both the mentor and peers. In this model of mentorship, students are encouraged to problem solve their deficiencies and work out a plan to address them. Gratitude is expressed by the mentor and encouraged in students to recognize those who have helped them to progress. The paper includes suggestions, examples, and methods to aid the mentor in positive leadership of doctoral students.

Virtual Dissertation Circles: Student Engagement Strategies and Lessons Learned

“…For instance, e-mentoring has been shown to effectively support online students (Deshpande, 2017). Stadtlander (2021) explored applications of positive leadership theory to successfully mentoring online dissertation students. Research on applications of the conceptual framework pioneered by Yob & Crawford (2012) indicates that competence, availability, induction, challenge, communication, and emotional support impact the success of e-mentoring relationships (Byrnes, Uribe-Flórez, Trespalacios, & Chilson, 2019).…”

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

“…Thus, the dissertation is a stumbling block for many doctoral students. Lack of completion has negative effects on institutions, including loss of revenue and loss of credibility, as well as on the students themselves, who can suffer from student debt, loss of time, and loss of self‐efficacy (Stadtlander, 2021). Institutions of higher education should consider ways to help students complete their dissertations and ultimately their degrees.…”

Transforming doctoral mentoring expectations and culture: An action model approach

“…Faculty members play an essential role in the doctoral student experience (Russell, 2021), and a unique skillset is required for online doctoral faculty; this is particularly true for those who serve as mentors for dissertations or final doctoral projects (note that in this paper, we refer to these major projects that lead to the doctor degree doctoral capstones due to the variety of naming conventions for these projects). Understanding the nature of online doctoral faculty mentoring is needed to improve the student experience and support retention, progress, and graduation (Burkholder, 2022; Stadtlander, 2021). The roles and skillsets needed by doctoral faculty require the need to balance a variety of approaches to support student progress.…”

“…The roles and skillsets needed by doctoral faculty require the need to balance a variety of approaches to support student progress. Explicit mentoring guidance, trust, and accessibility along with empathy for the challenging nature of the doctoral capstone process for working adults enhances student motivation and progress (Black, 2017; Geesa et al., 2020; Burkholder, 2022; Spillett & Moisiewicz, 2004; Stadtlander, 2021).…”