Utilizing Role Theory and Mentoring to Minimize Stress for New Faculty Paper prepared for the Eastern Communications Association Annual Convention (Providence, RI).

Autor/in	Leidman, Mary Beth
Titel	Utilizing Role Theory and Mentoring to Minimize Stress for New Faculty Paper prepared for the Eastern Communications Association Annual Convention (Providence, RI).
Quelle	(2006), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Mentors; Role Conflict; Role Theory; Career Development; College Faculty; Faculty Development; Teacher Orientation; Unions; Stress Management; Pennsylvania + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Rollenkonflikt; Rollentheorie; Berufsentwicklung; Fakultät; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Stressmanagement; Stressbewältigung
Abstract	Given the complexities of the higher education organizational structure, role conflict exists for all employed in this setting. However, it is particularly apparent with new faculty given the university setting and the expectations to meet performance specific standards. The purpose of this study was to examine and analyze how the development and implementation of an active mentoring program in colleges and universities might reduce stress and anxiety for new faculty. Within the Pennsylvania System of Higher Education, there exists a willingness to address the support needs of newer faculty. Most universities have established a thorough orientation program and, on many campuses, there exists a formal organizational framework for further interaction with new faculty through the efforts of the faculty union, APSCUF [Association of Pennsylvania State College and University Faculty]. However, this has proven not to be enough and several individual academic departments have established both formal and informal mentorship opportunities to ease new faculty's path and make every effort to ensure success for the new hires. This discussion explores the reasoning and the roots of role conflict and a possible remedy for this situation through a mentoring program. It traces the history of two new faculty and the efforts of one department to support the efforts of those individuals. These efforts were undertaken to increase opportunity for achievement and productivity at the earliest stages of career development therefore adding to the overall well being of the Department and by extension, the University. Results show that the new faculty benefit greatly from the opportunity to be mentored and that individuals must be free to shape their own mentorship experiences. Mentoring of new faculty should become the norm in higher education. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10