Research suggests there are numerous benefits gleaned from faculty interacting with students outside of the classroom. However, there is far less research on faculty-in-residence (FIR) experiences in ...general and Black FIRs in particular. Furthermore, there is no research that examines how FIRs promote institutional diversity, equity, and inclusion efforts. The purpose of this study was to explore how a tenure track Black male FIR spent nine months contributing to the residential education of students while advancing institutional diversity, equity, and inclusion aims. Three themes emerged from this inquiry and implications for practice and future research are offered.
Although mentorship can bring many benefits to medical education, mentors' need for professional development is typically ignored. This study aims to acquire insight into the development of pharmacy ...mentors' competence by comparing differences between mentors' and postgraduates' perspectives.
We used ANOVAs, independent-sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey, which included a prepared questionnaire completed by 118 pharmacy mentors and 118 pharmacy postgraduates from 8 Chinese universities and colleges.
1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors' educational competence was significantly more important to mentors than to postgraduates, and mentors' supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor's degree than to mentors with a master's or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students.
Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of a student's characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors' competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.
Purpose
Educational policy instruments such as apprenticeship levy and forthcoming lifetime skills guarantee are creating unprecedented opportunities for rapid growth in a range of work-based ...learning (WBL) programmes, requiring increasingly complex levels of collaboration between providers and employers. Apprenticeships require providers to assume responsibility in ensuring apprentices’ work-based managers and mentors (WBMMs) are equipped to provide effective support to individuals as they learn ‘on the job’. After six years of higher education institution (HEI) apprenticeship curriculum delivery, there is opportunity to examine existing WBMM practice to inform the design, content and delivery of a shared knowledge base via a practical interactive toolkit. By developing clearer understanding of WBMMs’ experiences, expectations and challenges, the study aims to reduce potential gaps in knowledge and skills and encourage more effective collaboration between employers and providers to better support apprentices as they progress through WBL programmes.
Design/methodology/approach
This paper discusses evolution of higher level and degree apprenticeships, explores guidance for WBMMs and investigates the influence of expectations and motivations of WBMMS. Theoretical and conceptual foundations relating to WBL programme delivery and WBMM role are analysed and discussed. Qualitative data drawn from semi-structured surveys are analysed thematically to investigate common patterns, clarify understanding and identify development areas to inform future university provider and employer practice.
Findings
The findings suggest a number of themes to improve apprentice management; further clarity of WBMMs role, greater involvement of WBMM’s for negotiated learning, unplanned experiences do add value and scope for richer mentoring dialogues. WBL value for WBMMs is broader than expected, incorporating apprentice performance and output improvements, and solving complex problems.
Research limitations/implications
The research is drawn from an established university with five years of experience. However, the context in which programmes are delivered significantly varies according to providers and employers. This means factors other than those highlighted in this paper may continue to emerge as the research in this field develops.
Practical implications
The practical implications from findings can be used to cultivate stronger collaboration, providing a foundation of knowledge intended to provoke further dialogue regarding content for an interactive toolkit. The findings signal the need for further resources, a review of the restrictions associated with levy funding for co-creation of a more effective national apprenticeship framework.
Originality/value
This paper builds on a limited body of research examining employers’ perspectives of apprenticeship management. Degree apprenticeships have attracted limited scholarly attention over six years since their inception (Bowman, 2022) resulting in a significant paucity of research that focuses upon employer role. This study addresses this void by exploring WBMMs experiences, requirements and expectations, revealing new insights for providers of WBL, employers and individuals employed as WBMMs.
PurposeThe purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a ...conceptual framework for developing mentoring opportunities for young people with BLV.Design/methodology/approachExperiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.FindingsResults indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.Originality/valueThe study is original in its focus on the role of mentors for young people with blindness or low vision.
The APF Gold Medal for Impact in Psychology recognizes for his significant contributions to psychology and proven track record as an exceptional teacher and mentor in the field. Dr. Nevid is a ...supportive teacher and mentor and provides vital feedback and guidance to new faculty, students, and mentees. He has introduced empirically tested pedagogies in the classroom, including evidence from his own research program. Dr. Nevid is a highly respected speaker and researcher and was the longest serving doctoral program director in clinical psychology in the U.S. Despite his high levels of success, Dr. Nevid continues to engage everyone with respect and dignity and encourage students of all levels. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
The APF Gold Medal for Impact in Psychology recognizes Robert M. Sellers for his inventive work in racial identity and his demonstration of excellence in mentorship. Sellers conceptualized a new ...framework of racial identity that impacted the way that racial identity was studied, opening the field for new examinations of the impact and effects of race in different situations and as an element of one’s self-concept. Dr. Sellers further opened new doors in psychology by developing young psychologists, particularly those of color, demonstrated in part through the Center for the Study of Black Youth in Social Contexts that he established at the University of Michigan, wherein scholars from multiple disciplines can translate scholarly research into social action. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Perceptions of support by nursing faculty of color Ro, Kumhee; Sin, Mo-Kyung; Villarreal, Joshua
Journal of professional nursing,
January-February 2021, 2021 Jan-Feb, 2021-01-00, 20210101, Letnik:
37, Številka:
1
Journal Article
Recenzirano
Racial and ethnic minority faculty members within nursing academia are critical to the recruitment and training of a diverse health care workforce. Effective strategies and opportunities for the ...success of minorities within nursing faculty must be identified and explored.
The purpose of this paper is to identify strategies for support being utilized by nursing faculty of color, and support systems that practicing faculty of color believe would aid their success in academia.
This descriptive survey used an 18-item online survey distributed to faculty of color in nursing academic institutions throughout the United States. Of the completed surveys, 116 responses met inclusion criteria.
Common themes from faculty of color emerged regarding the importance of mentorship, faculty development, networking and acknowledgement.
Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.
•Diversity in nursing faculty has not kept pace with changing student body demographics.•Understanding faculty of color's perceptions, strategies and support mechanisms is necessary.•Faculty of color rely on mentorship, faculty development, networking and acknowledgement.•Support systems need to be tailored to the unique experience of faculty of color.
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' ...motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose to become mentors due to a combination of expectancy and value beliefs, and socialisation influences, which can be further categorised into competence beliefs, intrinsic values, social utility values, intrinsic and extrinsic personal utility values, and social influences.
•Expectancy-value theory is a fruitful theoretical framework to investigate teachers' motivations to become mentor teachers.•Participants believe they benefit from mentoring through mutually learning from each other.•Personal utility values within the mentoring context can be categorised into intrinsic and extrinsic dimensions.•Participants indicate that social utility values are a core motivator for becoming a mentor teacher.
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