Are Advocacy, Mutuality, and Evaluation Incompatible Mentoring Functions?

Autor/in	Johnson, W. Brad
Titel	Are Advocacy, Mutuality, and Evaluation Incompatible Mentoring Functions?
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 16 (2008) 1, S.31-44 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Mentors; Collegiality; Faculty; Evaluation; Academic Achievement; Higher Education + Suchen Sie Ihr Suchwort? Kollegialität; Academic Staff; Lehrkörper; Evaluierung; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Exemplary faculty-student mentorships in graduate school are defined by several salient mentor functions and numerous benefits for student proteges. Over time, helpful mentorships are increasingly defined by mutuality, reciprocity and professional collegiality; mentors often become increasingly partisan advocates for their proteges. Few scholars have addressed the potential incompatibility between the mentor's collegial, advocacy, and evaluative roles. This article addresses the apparent tension between a mentor's inclinations toward mutuality and advocacy and his or her ethical obligation to objectively evaluate student performance and serve as gatekeeper on behalf of the profession. The author offers several recommendations to administrators and faculty members in academe aimed at minimizing negative outcomes caused by mentor role tension. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10