Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011

Autor/inn/en	Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.
Titel	Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 22 (2014) 1, S.56-73 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2014.882606
Schlagwörter	Mentors; Teacher Surveys; College Faculty; Teacher Attitudes; Higher Education; Teacher Persistence; Tenure; Teacher Promotion; Interpersonal Relationship; Work Environment; Goal Orientation; Career Change; Skill Development; Time Management; Positive Attitudes; Helping Relationship; Satisfaction; Mixed Methods Research; Content Analysis; Pennsylvania + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Amtszeit; Beschäftigungsdauer; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Arbeitsmilieu; Zielorientierung; Zielvorstellung; Career changes; Berufswechsel; Kompetenzentwicklung; Qualifikationsentwicklung; Zeitmanagement; Helfende Beziehung; Zufriedenheit; Inhaltsanalyse
Abstract	Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of the mentors and mentees who filled out evaluation surveys, 100% recommend the program to colleagues and the majority felt the program should become part of the culture and expectations at the university. Common themes emerged from content analysis of qualitative data: (a) centrality of relationship; (b) mentoring for planning and prioritizing career goals; (c) acquiring new skills; and (d) time and scheduling challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10