scholarly journals High Retention of Minority and International Faculty Through a Formal Mentoring Program

2016 ◽  
Vol 35 (1) ◽  
pp. 153-179 ◽  
Author(s):  
Susan L. Phillips ◽  
Susan T. Dennison ◽  
Mark A. Davenport
Keyword(s):  
Mentoring Program ◽  
Formal Mentoring ◽  
International Faculty ◽  
Formal Mentoring Program

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

scholarly journals Best Practices in Academic Mentoring: A Model for Excellence

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Jan M. Nick ◽  
Theresa M. Delahoyde ◽  
Darlene Del Prato ◽  
Claudia Mitchell ◽  
Jennifer Ortiz ◽  
...  
Keyword(s):  
Leadership Development ◽  
Best Practices ◽  
Academic Culture ◽  
Academic Community ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Role Integration ◽  
Faculty Teaching ◽  
Academic Nurse Educators ◽  
Formal Mentoring Program

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

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