Developing Leadership for Life: Outcomes from a Collegiate Student-Alumni Mentoring Program

Autor/inn/en	Priest, Kerry L.; Donley, Sarah
Titel	Developing Leadership for Life: Outcomes from a Collegiate Student-Alumni Mentoring Program
Quelle	In: Journal of Leadership Education, 13 (2014) 3, S.107-117 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Alumni; Mentors; Leadership Training; Qualitative Research; Program Evaluation; Program Improvement; Best Practices; Student Development; Student Educational Objectives; Interpersonal Relationship; Professional Development; Participant Satisfaction; Training Methods; Case Studies; Interaction; Career Education; Change Strategies; College Students; Semi Structured Interviews; Kansas + Suchen Sie Ihr Suchwort? Führungslehre; Qualitative Forschung; Programme evaluation; Programmevaluation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Didaktik; Trainingsmaßnahme; Case study; Fallstudie; Case Study; Interaktion; Arbeitslehre; Lösungsstrategie; Collegestudent
Abstract	This application brief describes the exploratory assessment of a mentoring program between current students and alumni of a leadership studies minor program. We connect leadership education research and practice in two ways: first, we describe a process of qualitative program evaluation to inform program best practices and improvement. In doing so, we also highlight the value of an alumni mentoring program as a strategic component of leadership education. Our findings demonstrate the mentoring program supported students' leadership development in the areas of career transition, personal growth, and application to "real-life." Recommendations are offered for creating formal and informal mentoring opportunities. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01