Mentorship: An Assessment of Faculty Scholarly Production, Mode of Doctoral Work, and Mentorship

Autor/inn/en	Bice, Matthew R.; Hollman, Angela; Ball, James; Hollman, Travis
Titel	Mentorship: An Assessment of Faculty Scholarly Production, Mode of Doctoral Work, and Mentorship
Quelle	In: American Journal of Distance Education, 36 (2022) 3, S.208-226 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2021.1941724
Schlagwörter	Mentors; Doctoral Programs; Doctoral Degrees; Doctoral Students; Graduate School Faculty; Teacher Student Relationship; Interaction; Productivity; Scholarship; Teacher Researchers + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral degree; Doktorgrad; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Produktivität; Scholarships; Stipendium; Lehrerforschung
Abstract	Students working toward a doctoral degree have traditionally been required to maintain a residency requirement and receive mentorship from an advisor. Over time, technological advancements have led to more students receiving mentorship through remote means such as e-mail and other electronic forms of communication. The role mentorship plays in developing doctoral students can be assumed to be important; however, little research examines what role mentorship might have on the long-term success of the student's scholarly productivity later in his or her academic career. This study used a quantitative approach through an online survey to find whether faculty productivity was influenced by different mentorship factors. This study found that graduate students who are engaged with their mentor on multiple projects during their doctoral degrees are more likely to be productive faculty members and graduate students who communicate with their mentor more often were more likely to be productive scholars. This study also found that higher scholarly productivity was found with graduates who obtained a face-to-face terminal degree versus graduates who obtained a blended or fully online degree. The authors recommend that graduate student mentors should find ways to involve graduate students in meaningful and purposeful projects that have clear connections to facets of research in online formats. Findings are unique by examining faculty perceptions of mentorship during graduate training measured against current faculty productivity adding value to the research community by noting areas where graduate student mentors might be most likely to influence the long-term success of their advisees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01