Literaturnachweis - Detailanzeige
| Autor/in | Edds-Ellis, Stacy R. |
|---|---|
| Titel | Memorable Messages as Vehicles for Same-Gendered Leadership Mentoring in Postsecondary Education |
| Quelle | (2009), (233 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Louisville |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1094-2958-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Grounded Theory; Higher Education; Mentors; Interaction; Leadership; Postsecondary Education; Females; Interviews; Opinions; Communication (Thought Transfer) |
| Abstract | The purpose of this qualitative study was to understand and provide new insight into the perspective of female leaders in higher education who have participated as proteges in a nationally recognized formal mentoring program. The sample consisted of eight female proteges who were paired with female mentors in the nationally recognized American Council on Education (ACE) Fellows Program. Proteges participated in an in-depth interview process during spring 2009. The interview protocol was designed to elicit rich descriptions of the proteges' experience in the formal mentoring program and to examine the types of mentoring advice exchanged in a same-gendered formal mentoring program in higher education. Data collected through these in-depth interviews related to four primary research questions: (a) How do women describe their experiences as a protege in a formal mentoring program? (b) What are the memorable messages female proteges receive from female mentors? (c) What are the types of gender-related advice offered from female mentors to female proteges? (d) To what extent has the mentoring experience shaped the protege as a leader? Analysis of the content of the interviews, through constant comparative methods, pointed to these key findings: (a) formal mentoring structures creates a meaningful leadership development experience for aspiring female leaders; (b) same-gendered mentorships create a communication interaction dynamic that impacts mentoring functions received; (c) interpersonal comfort impacts communication and the interaction between the mentor and protege; (d) memorable messages serve as a vehicle for understanding the norms, values, and expectations of higher education administration leadership; (e) memorable messages serve as a vehicle for understanding the opportunities and challenges associated with female leadership; (f) same-gendered formal mentoring influences a protege's pursuit of professional goals; (g) same-gendered formal mentoring shapes the protege's perspective on mentoring other aspiring leaders; (h) same-gendered formal mentoring shapes the advice proteges share with other aspiring female leaders; and (i) same-gendered formal mentoring is influential to a protege's experiences outside of higher education administration. Examining the mentoring structure and types of mentoring advice exchanged in a same-gendered formal mentoring program in higher education provided insight into female leadership and illuminates the advice and experience same-gendered mentoring dyads share with one another about achieving success and balance as female leaders in higher education administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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