Roles of Mentoring for Novice Athletic Training Faculty Members

Abstract

Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an important component of education, little is known about the role of mentorship during the transition from doctoral student to faculty member during the first several years in academia. Objective: Obtain faculty members' perspectives on the role of mentorship as it relates to their experiences as a tenure-track faculty member. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited programs. Patients or Other Participants: Twelve novice faculty members (9 female, 3 male) and 12 experienced faculty members (3 female, 9 male) participated in this study. Main Outcome Measure(s): We developed and piloted an interview guide designed to gain participants' perspectives on their experiences with and perceptions of mentorship in relation to their faculty roles and responsibilities. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analysts triangulation, and data source triangulation. Results: Two themes emerged regarding roles of mentorship: (1) support and guidance and (2) navigating institutional politics and expectations. Mentors supported novice faculty members in their responsibilities of teaching, research, and service, particularly when mentees perceived a weakness in 1 area. Mentors also helped novice faculty members navigate the tenure and promotion process and politics of their institution. Conclusions: Mentorship appears to be an important mechanism of support for novice faculty members as they transition to their tenure-track faculty roles. Mentorship appears to be particularly valuable when there is a perceived lack of preparation for 1 aspect of a faculty position. Novice faculty members should seek out mentors within and beyond their institution for support.

Exploring Work-Life Balance of Junior Athletic Training Faculty Members During Role Inductance

“…For our participants, mentors from their doctoral studies and current place of employment served as resources for help managing their work expectations as well as their personal lives. In a recent study examining the NATA Faculty Mentor Program, Nottingham et al 43,44 discovered that a critical aspect of the relationship cultivated was a personal connection between the mentor and mentee. The connection was founded upon connectivity to family life and the development of a balanced lifestyle.…”

“…The connection was founded upon connectivity to family life and the development of a balanced lifestyle. 43,44 The NATA Faculty Mentor Program is designed to support junior faculty members as they navigate their roles in higher education, regardless of position title. The program is formalized through the pairing of junior faculty members with experienced faculty who align with the goals and needs of the junior faculty member, who applies to the program and shares those goals and needs.…”

Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Programa

“…9,11 Mentees describe these programs as helpful when navigating institutional expectations. 9,10,12 However, novice faculty also described the benefits of seeking mentors outside of their institutions, particularly to find research mentors and collaborators with similar interests. 9,10,12 The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a formal Research Mentor Program for athletic training faculty members that facilitates this research collaboration.…”

“…9,10,12 However, novice faculty also described the benefits of seeking mentors outside of their institutions, particularly to find research mentors and collaborators with similar interests. 9,10,12 The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a formal Research Mentor Program for athletic training faculty members that facilitates this research collaboration. This program pairs ''promising investigators with established researchers'' to provide guidance in the research and grant-writing processes (natafoundation.org).…”

“…Considering that mentorship is an important mechanism of support for novice faculty, 9,10,12 it is important to understand the mentoring relationships that occur within athletic training. Gaining insight into how mentoring relationships are fostered, sustained, and valued can help experienced faculty facilitate effective mentoring of novice faculty.…”