Academic Mentoring Research Articles

ASSESSMENT OF ACADEMIC LEADERSHIP PRACTICES IN PUBLIC UNIVERSITIES IN NIGERIA

This study focused on evaluating the academic leadership practices within public universities in Edo and Delta States, Nigeria. Its primary objective was to identify the different types of academic leadership practices prevalent in these states. The research design employed was ex post facto, with a target population of 1,957 junior academics. A sample of 375 junior academics was selected using the simple random sampling technique, and data collection relied on a questionnaire. The analysis was carried out using mean and standard deviation, with a benchmark set at 2.50 for acceptability. The results of the analysis unveiled the existence of five distinct forms of academic leadership practices among academic leaders in federal and state universities in Delta and Edo States. These five forms included: stirring common academic vision leadership practice (SCAVLP), promotion of academic relationship leadership practice (PARLP), provision of academic feedback leadership practice (PAFLP), encouraging academic advancement leadership practice (EAALP), and academic mentorship leadership practice (AMLP). Among these, academic mentorship was found to be the least commonly observed form of academic leadership practice among the five identified in the study. In light of these findings, the study recommends that university management should initiate a mentorship program to educate all staff on the principles and concepts of mentorship. Additionally, junior academics should be formally assigned to senior academics for mentorship purposes.

Following the Mentorship Model of Jesus: The Role of Storytelling

Drawing from research in the learning sciences, this article argues that educators, like Jesus, should use stories as we mentor students to move beyond passive reception of information and truly apply their learning to novel situations. Thus, students can go beyond “hearing” to “bearing fruit.” This storytelling approach to mentorship strikes at the common query of students, “When will we ever need to know this?” Part of the disconnect sometimes experienced by students is that the moment of learning often looks very different than the moment when their learning needs to be deployed. In the Gospel of Luke, Jesus acknowledges this disconnect by making the distinction between “hearing the word” and the later “bearing of fruit with patience” and does so by employing a parable, a concrete story of a sower, seeds, and soils. Although stories may appear to conceal truths when compared to straightforward statements, research in the learning sciences suggests that learning from stories is better for producing understanding that could be applied to future situations. Why are stories so effective? To achieve transferable learning, students need to engage in productive struggle to make connections. Stories engaged Jesus’s disciples in struggling with what parables meant because the truths did not lie at the surface. Instead, parables required disciples to actively make connections. Jesus, instead of removing their struggles, supported their struggle to make it more productive. Research has shown that the understanding that results from productive struggle is profound, useful, and transferable. As academic mentors, we should emulate Jesus to engage our students in making productive connections by integrating storytelling into our pedagogical practice.

Online Learning and Academic Satisfaction of University Students of Administrative Sciences in A Public University of ICA in Post-Pandemic Times

The importance of this research focused on the adaptation to online learning, since traditionally a face-to-face education was developed for university students, but the transition to an asynchronous education, with the needs and development of university students have changed, such as: learning resources, academic mentoring, and teaching didactics, the satisfaction of what is learned, the virtual platform used to study to identify their changes and others. The purpose of this study was to recognize the factors that influence asynchronous learning in the academic satisfaction of the students of the professional career of Administration of the San Luis Gonzaga National University, presenting the theoretical constructs as well as the results of the research that preceded us, both international and national, within the scheme of a curriculum based on professional competencies. The methodology of the study focused on basic quantitative research that allowed a correlational study in order to analyze the factors of distance learning of the 618 students that were part of the population, and to obtain the information from the students, a questionnaire of 23 questions was applied. Subsequently, current statistical tools were used, and the research findings were important in considering that the research objectives were validated, and the hypotheses were contrasted, where online learning is significantly related to the academic satisfaction of the students.

A Tale of Two Mentees: Conceptualizing Academic Mentorship through Critical Systems Thinking

ABSTRACT Academic mentorship is a vital step in preparing the next generation, yet little information exists on what successful mentorship looks like—particularly the process by which one ascertains a mentor, builds and maintains mentoring relationships, and achieves success in doctoral programs. Systems thinking is applied here to conceptualize academic mentorship within doctoral education as perceived by three doctoral students in social work programs across two institutions. The purpose of this article is to (a) describe the seminal literature on academic mentorship, (b) conceptualize exemplar cases of academic mentorship for doctoral education, (c) center the perspectives of doctoral students and their mentorship experiences, (d) use a systems-thinking lens to map and visualize the important variables related to mentorship processes, and (e) hypothesize potential levers for successful mentorship within doctoral programs.

The Preparedness of Student Teachers in Open and Distance Learning Environments for the Classroom

Teaching practice is crucial to preparing teachers for teacher education globally. Studies on open and distance learning (ODL) environments, in which collaboration and discussion play a crucial role, ought to inform the design of distance learning. They should also force a more in-depth examination of and interest in teaching practice in higher education. Learning is seen as a positive experience, whether entirely lecturer-room-based or distance-based. It is essential to combine theory and practice with efficient distance training as part of work-integrated learning. Consequently, this study aimed to determine the perceived classroom skills of ODL student teachers during the teaching practice sections associated with their Postgraduate Certificate in Education (PGCE) course. The objective of ascertaining the preparedness of ODL student teachers after their PGCE program carries substantial importance in guaranteeing the quality, efficiency, and influence of the education system by cultivating competent and well-equipped teachers. A qualitative research approach was used to gather, analyse, and interpret data. Fifteen (15) student teachers registered at a College of Education of an ODL organisation were invited to participate in the research voluntarily. In the light of the research findings, it is suggested that extra care be given to the collaboration between academic lecturers, mentor teachers and student teachers, as well as to the expectations and duties of these role-players.

Piloting film-based intervention on santri’s perception towards striving for academic success: findings from Kampung Santri, Kudus Regency

This study is performed based on concerns that knowledge dichotomy in traditional Islamic boarding schools has not received the serious attention it deserves. In contrast to modern pesantren where santri receives both religious and non-religious knowledge, most traditional pesantren in Jekulo, Kudus regency only emphasizes religious knowledge as their core curriculum. Our preliminary study in 2022 suggested that the majority of student santri in Jekulo, Kudus regency showed unfavorable perceptions towards pursuing higher education despite being offered financial aid and academic mentorship. Our current task is to introduce film-based intervention and document its effect on santri’s perception change towards academic success. Although the use of film-based intervention to change perception and reduce stigma has been profound in the field of clinical psychology, its application in a nonclinical setting is still understudied. Using Social Comparison Theory (Festinger, 1954) as our analytical framework, we propose that historical film can be introduced as an alternative point of reference for our subject. Respondents were selected using purposive sampling (n=20). Pre- and post-studies are provided to document santri’s perception change toward striving for academic success. The results of this study confirm that film intervention can act as positive stimuli in the process of perception changes among santri by presenting relatable cinematic historical experiences as an alternative social reference. However, a lack of a role model and a shared perception toward academic success in santri’s immediate environment can hinder the process

An intersectional consideration of mentoring in public administration

ABSTRACTThis study uses qualitative thematic analysis to explore intersectionality in public administration higher education mentoring. The authors consider mentoring today, questioning our ability to effectively mentor students and faculty across their professional career timelines within the context of their unique intersectionalities. This discussion helps lead to a powerful message about how best to navigate academic mentoring for faculty. Mentoring represents the convergence of numerous dynamic elements (i.e. intersectional attributes, program structures, career stage, etc.) that contributes to and influences the relationship that exists between the mentor and mentee. Mentoring, whether formal or informal, can play a huge role in the academic experience. It can contribute to the learning process and assist with career advancement. Mentoring through the lens of intersectionality can help individuals navigate barriers and obstacles, particularly as the workplace becomes more demographically diverse.

A Human Resource Development Strategies in Enhancing the Welfare of As-Sunnah Deli Serdang Islamic Higher Education Institution in North Sumatra

This study analyzes human resource management development strategies to improve the welfare of Human Resources (SDI) in STAI As-Sunnah. The results of this study show strategies that can be applied, including curriculum development, teacher quality improvement, strategic partnerships, infrastructure improvements, and academic mentoring programs. The results of this study provide recommendations to improve the welfare of SDI in STAI As-Sunnah and provide direction for decision-makers and related parties in the development of more effective and sustainable human resource management. In this study, conclusions will also be drawn based on the results of the study, including human resource management development strategies, utilization of internal strengths and external opportunities, overcoming internal weaknesses, and handling external threats. The purpose of this study is to provide recommendations that can help STAI As-Sunnah in improving the welfare of SDI so that they can get quality education and support the development of their potential optimally.

In memoriam - prof. Krzysztof Marasek (1958–2019)

Krzysztof Marasek, lecturer and researcher at the Polish-Japanese Academy of Information Technology (PJAIT) and an expert at the National Information Processing Institute (OPI PIB) passed away on November 13, 2019. He was an outstanding scientist, an internationally acclaimed authority in the field of speech technology, an outstanding academic teacher and mentor to many scientists at home and abroad. Professor Krzysztof Marasek headed the PJAIT Multimedia Department created by him in 2002.

Curating a connected community in virtual space: Solomon Islands Research Mentoring Tok Stori

This article examines the relationship between academic mentoring and tok stori, a Melanesian orality, in a digital environment. This relationship is significant where dispersal is an unintended consequence of the way development aid intersects with academic opportunities for scholars from less developed countries, and, consequently, country-focused academic communities remain undeveloped as education becomes individualised. This situation occurs despite the fact that the self is social and education is a common good in many contexts, such as Solomon Islands in Melanesia. Using the contributions of participants in the Solomon Islands Research Mentoring Tok Stori (SIRMT), we discuss the various kinds of support and outcomes that become possible when deliberate attempts are made to create a connected community through mentoring in virtual space. Among the findings are the significance of mentorship to personal and academic growth, the potential of deliberate community building through virtual means in Solomon Islands and virtual tok stori as a catalyst to developments the physical world.

ACADEMIC AND ADAPTATION DIFFICULTIES OF MEDICAL STUDENTS WITH LOW ACADEMIC ACHIEVEMENT IN THE FIRST TWO YEARS

Background: Academic difficulties and lack of adaptation ability of students to their educational environment are often encountered in the early period of their education, including for those enrolled in medical faculties. The academic difficulties encountered could be reflected in the low academic achievement of students. This study aimed to explore the academic difficulties and adaptation processes of students with low academic achievement (GPA <2.50) in the first two years at the Faculty of Medicine, University of Pattimura (UNPATTI), Ambon.Methods: This study used a qualitative method involving 23 informants from the first and second year at the Faculty of Medicine UNPATTI who had low academic achievement (GPA <2.50). Data were collected from March to April 2022 using Focus Group Discussion (FGD) and in-depth interviews (IDI) techniques. Data analysis was performed using the thematic analysis method based on the research objectives.Results: This study shows that the academic difficulties of first-two-year students with low academic achievement are influenced by several factors, including the transition from school to university, tight scheduling, difficulty in understanding lecture material, and the online lecture system due to the COVID-19 pandemic occurred since 2020. These difficulties were also exacerbated by student attitudes, family influence, and the socio-economic environment.Conclusion: It is necessary to identify students who experience academic difficulties as early as possible. This will help educational institutions assist them, including by strengthening the role of academic supervisors and peer mentors for students in need.

Fostering Success and Promoting Professional Development of Clinician Educator Mentees: A Workshop for Mentors.

The goal of academic mentoring relationships is to enable the mentee to identify/achieve professional advancement. Although mentors of clinician educators (CEs) must understand the criteria for successful career advancement, few have received formal CE mentor training. The National Research Mentoring Network convened an expert panel to develop a 90-minute module for training CE mentors. This module included individual development plans, case studies involving challenges for CE faculty, and examples of the broadened scope of scholarly activity. The workshop was delivered to 26 participants across four institutions and evaluated by a retrospective pre/post survey. Using a 7-point scale (1 = very low, 4 = average, 7 = very high), participants rated the overall quality of their CE mentoring as slightly below average preworkshop (M = 3.9) and as above average postworkshop (M = 5.2, p < .001). Areas of greatest self-perceived change in skills on a 7-point scale (1 = not at all skilled, 4 = moderately skilled, 7 = extremely skilled ) included setting clear expectations of the mentoring relationship (pre M = 3.6, post M = 5.1, p < .001), aligning mentor expectations with those of mentees (pre M = 3.6, post M = 5.0, p < .001), and helping mentees set career goals (pre M = 3.9, post M = 5.4, p < .001). This module trains CE mentors using an interactive and collective problem-solving approach. Workshop participants better defined demonstrable markers for CE progression with potential to impact tailored guidance for mentees.

Support Received by Nursing Clinical Mentors of Undergraduate Nursing Students

Undergraduate nursing education involves the development of safe and effective practice through theoretical and clinical experience. This requires effective relationships between the higher education institution (HEI), clinical nursing mentors (CNM), and students. CNM hold various views of their role including knowledge of pedagogy and fluency of reflection, evaluation, and assessment skills. However, other evidence claims that CNM are inadequately prepared to work with students secondary to the unclarity of role expectations, role conflict, work overload, and lack of support. The CNM is crucial to ensure that students are fit for practice and thus need to be supported throughout. The purpose of this research was to explore the CNM perceptions of support received whilst mentoring undergraduate nursing students. Eight CNM participated in this qualitative research. Data was collected using semi-structured interviews and analysed thematically using an inductive approach. This research was approved by the Malta College of Arts, Science, and Technology Research Ethics Committee. Three main themes were identified: (1.) Multifaceted support addresses the meaning of support and the multiple realities of how support is experienced by CNM; (2.) Experience as a problem solver explains how problem solving relied on pervious mentoring experience; and (3.) Challenges and barriers explore the situations that leave an impact on mentoring practice and require support. The findings of this feasibility study will serve to inform and support the main research design for a project that will lead to the establishment of a program to support clinical nurse mentors. Further implications for practice include suggestions for areas to improve such as improved communication with academic staff, regular updates, and mentor role clarification.

Nursing students’ experiences as academic and linguistic mentors – Practical participation-based action research

ABSTRACT Student mentoring is increasingly visible in professional practice, and in recent years, universities have integrated peer mentoring across different programs. To provide student mentors with appropriate support and contribute to the future development and success of student mentoring, it is necessary to investigate not only the benefits afforded to mentees but also student mentors’ perceptions of their experiences. This small-scale action research study was conducted with participants who were recruited from the academic language mentoring program for second language students in a Bachelor of Nursing program in Norway. Multi-stage focus group interviews were used to explore participants’ early experiences of being a mentor, mentorship activities, and the impact of mentoring on personal and professional development. The multi-step method is essential in practical action research because it creates both a space for reflection and dialogues on important themes and contributes to joint learning and formation of practical knowledge. Findings suggest that student mentors perceive their experiences as academic and linguistic mentors as highly relevant to their future professional role as nurses and their future role as mentors to colleagues and students.

Assessing Longitudinal Impacts of Mentor Role on Youth Outcomes

Youth who report prosocial relationships with natural mentors show increased social and academic success and life satisfaction. However, little research investigates how mentors impact aspects of youth identity such as athleticism or religiosity. The present study applies a Bayesian Additive Regression Trees (BART) analysis model to data from a national longitudinal study ( N = 15,701) to predict specific outcomes in educational, athletic, and religious domains. This analytic approach is uniquely well-suited for accurately drawing conclusions within highly collinear, high dimensional datasets. Analyses included demographic variables and childhood base rates of academic success, fitness, and religious beliefs as covariates. Findings indicate that the presence of an academic mentor during adolescence longitudinally predicts educational attainment, while athletic or religious mentors did not have significant impacts in terms of increasing athleticism or religiosity. These results suggest that academic mentors may have more longitudinal impacts on student success than other types of mentors.

In solitary confinement: The constrained identities, spaces and voices of Black women criminologists in post-apartheid South Africa

abstract Change and transformation at South African universities has occurred at a slow pace, with racism and sexism persisting. Despite new frameworks being created and policies being restructured to better address concerns of equality and transformation, women remain marginalised and underrepresented in academia, including in the discipline of Criminology. There continues to be a lack of visibility of Black women in the discipline despite an increase in their enrolment for doctoral programmes. Limited research exists that examines how bias inherent in the discipline affects marginalised scholars, particularly Black women. To address this issue, this study makes use of feminist decoloniality and intersectionality frameworks to explore the experiences of 11 female criminologists. Feminist decoloniality emphasises the importance of examining the intersectionality of race and gender within the context of academia. In utilising feminist decoloniality and intersectionality, the research seeks not only to challenge the persisting biases and inequalities, but also to amplify the voices and experiences of Black women criminologists and bring attention to the obstacles they face, including feelings of otherness and exclusion. Black criminologists’ experiences include, among others, discrimination, ageism, exclusion, and insufficient academic and research mentoring. The study aims to contribute to broader efforts to create more inclusive and equitable academic environments and address historical and continuing legacies of colonialism and patriarchal systems.

Challenges and opportunities for expatriate faculty teaching graduation seminar classes in Japanese universities

This paper considers the issues facing expatriate instructors teaching English as a Medium of Instruction (EMI) graduation seminars (commonly known as the “zemi” in Japan) in Japanese universities and aims to establish better conditions to build Communities of Practice. Since the term “graduation seminar” is widely used globally, and might lead to preconceptions from readers, zemi is the term that will be used in this paper as a common example of Japanese English. This class is one that typically involves aspects of academic mentoring, pastoral care and socialization that differentiate it from regular classes. Lacking any personal experience of the zemi, teachers educated overseas are likely to have different expectations of the system than their domestic colleagues and students, creating a significant challenge in how they design and implement programmes. To investigate these issues, 14 semi-structured qualitative interviews were conducted with expatriate teachers of EMI zemis. Common themes described by informants included difficulties in creating a cohesive syllabus with limited support, challenges posed by thesis supervision, and mixed feelings towards mentoring and pastoral care. The data also revealed unique opportunities afforded to foreign instructors of these classes, which were unlikely to be available if they had not been entrusted with teaching a zemi. This paper seeks to fill a gap in the literature and provide insights into how foreign instructors experience the zemi. The knowledge gained can be employed to help develop Communities of Practice for such teachers. It is also hoped it will be of significance to those interested in comparative education, faculty asked to teach within educational systems of which they do not have personal experience, and anyone who works with Japanese learners, either in Japan or as international students.

Academic and Student Affairs Professionals as Mentors: Benefits for Working-Class First-Generation Students

The purpose of this article was to examine the effects of having an academic or student affairs professional mentor on working-class first-generation students’ sense of belonging and resilience. The authors used propensity score matching techniques to develop matched pairs of working-class first-generation students who did and did not have a mentor. The results suggest that working-class first-generation students who had an academic or student affairs professional mentor had a significantly higher sense of belonging and resilience.

Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study

The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.

Mentoring students in doctoral nursing programs: A scoping review.

Academic mentorship usually involves an ongoing, supportive relationship between experienced academics and research candidates, and is fundamental to establishing and nurturing scholarship and the skills for dealing with the changing demands of the academic environment. Mentoring is a valuable strategy for the development of students enrolled in doctoral nursing programs (Doctor of Philosophy in Nursing - PhD, Doctor of Nursing Practice - DNP, Doctor of Nursing Science - DNS, and Doctoral Education in Nursing - EdD). To report mentorship experiences among doctoral nursing students and academic mentors, identify positive and negative attributes of mentors and the relationship between mentors and students, and assess the benefits and barriers of mentoring. Relevant empirical studies published until September 2021 were identified using PubMed, CINAHL and Scopus electronic databases. Quantitative, qualitative, and mixed method studies published in English language which reported on mentorship among doctoral nursing students were included. Data were synthesized into a scoping review with findings presented as a narrative summary. The review included 30 articles, mostly from the USA, which reported on the mentoring relationship, experiences, benefits, and barriers of mentoring for the student and the mentor. Students valued mentor attributes such as being a role model, respectful, supportive, inspiring, approachable, accessible, a content expert and a good communicator. Benefits of mentoring included enhanced experience of research endeavours, scholarly writing and scientific publication, networking support, improved student retention, timely completion of the project, and career readiness, as well as developing one's own mentoring skills for future mentoring of others. Despite the identified benefits, there are a number of barriers related to mentoring including access to mentorship support, limited mentoring skills among faculty, and lack of compatibility between students and mentors. This review highlighted students' expectations versus their reality of mentoring, which suggested areas for improvement in mentoring doctoral nursing students, in particular the need for mentorship competency, support, and compatibility. Additionally, there is a need for more robust research designs to understand the nature and characteristics of mentorship programs for doctoral nursing students and to assess the expectations and wider experiences of mentors.