Role Of Mentor Research Articles

Subject Area Risk Assessment of Four Hungarian Universities with a View to the QS University Rankings by Subject

Abstract Purpose The aim of our paper is to investigate the role of a mentor leading a research team in the overall scientific performance of an academic institution and the possible risks of their departure with a special attention to their publication output. Design/methodology/approach By using SciVal subject area data, we composed a formula describing the level of vulnerability of any given university in the case of losing any of its leading mentors, identifying other risk factors by dividing their careers into separate stages. Findings It turns out that the higher field-weighed citation impact is, the better position universities reach in the rankings by subject and the vulnerability of institutions highly depends on the mentors, especially in view of their contribution to the topic clusters. Research limitations The analysis covers the publication output of leading researchers working at four Hungarian universities, the scope of the analysis is worth being extended. Practical implications Our analysis has the potential to give an applicable systemic approach as well as a data collection scheme to university managements so as to formulate an inclusive and comprehensive research strategy involving the introduction of a reward system aimed at publications and further encouraging national and international research cooperation. Originality/value The methodology and the principles of risk assessment laid down in our paper are not restricted to measuring the vulnerability level of a limited group of academic institutions, they can be appropriately used for investigating the role of mentors or leading researchers at every university across the globe.

Personality Traits, Mentoring and Effectual Logic of Entrepreneurial Self-Efficacy: Implications on Potential Entrepreneurs

The intent of this study is to address the role of personality traits, mentoring and the effectual logic of entrepreneurial self-efficacy of potential entrepreneurs. In many research on the psychology of the potential entrepreneurs found that personality traits from the big five personality system namely Openness to experience, Conscientiousness, Extroversion, Agreeableness and Neuroticism and generalized self-efficacy individual belief to perform in every situations. In search of role of mentoring, personality traits on entrepreneurial self-efficacy. Entrepreneurial self-efficacy is defined as the strength of the individual’s belief that he or she capable of successfully performing any task of the entrepreneurship. Entrepreneurial Self efficacy consist of five dimensions namely marketing, innovation, finance-control, management, risk taking. Here we conduct a study on the potential entrepreneurs- students those are being trained and have shown their interest in perusing entrepreneurship. We found that potential entrepreneurs have high self-efficacy in marketing, management and financial control. It was also found that if we identified potential entrepreneurs, resources can be channeled and more effectively. This study investigated the relationships of personality traits, mentoring, and effectual logic on entrepreneurial self-efficacy as established in the past researches. The study uses purposive sampling. The data used is both primary and secondary. The primary data has been collected from 57 entrepreneurial students across Agra region. For collecting primary data used self-constructed questionnaire which has been tested for reliability and validity using principal components analysis and content validity check by the experts. The qualitative data from 25 respondents has also been collected using interview method. The correlation and regression analysis has been used. The findings of the quantitate data suggest that personality traits are positively related to entrepreneurial self-efficacy but around there is no relationship among mentoring and entrepreneurial self-efficacy. It is affected by the factors like the type, size of class, mentor and duration of mentoring session and the liberty they get by the mentors. Here, the problems posed by the current competitive situations which affect the start-up businesses. A significant relationship was found between effectual logic and entrepreneurial self-efficacy.

Professional Development, Mentoring, and Outreach in Scientific Research

AbstractThe following contains opinions drawn from four decades of employment in scientific research in the field of space plasma physics that followed the customary two decades of formal education. For the most part, the opinions that follow address the role of mentors in scientific education and professional development with a few words of candid advice for the young professional. They are only my opinions.

The role and place of mentorship for young people with blindness and low vision in educational contexts

PurposeThe purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.Design/methodology/approachExperiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.FindingsResults indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.Originality/valueThe study is original in its focus on the role of mentors for young people with blindness or low vision.

Paving the Way for Increased Representation of Black Faculty in Academic Medicine: The Role of Mentoring

Paving the Way for Increased Representation of Black Faculty in Academic Medicine: The Role of Mentoring

(Invited) Using Ambient Pressure XPS to Probe the Solid/Gas and Solid/Liquid Interface Under in Situ and Operando Conditions

Interfaces play an essential role in nearly all aspects of life and are critical for electrochemistry. Prof. Robert Savinell has played a pivotal interface to me in the role of mentorship in both life and electrochemistry, and I look to honor his contributions to both through this talk. Electrochemical systems ranging from high-temperature solid oxide fuel cells (SOFC) to batteries to capacitors have a wide range of important interfaces between solids, liquids, and gases, which play a pivotal role in how energy is stored, transferred, and converted. I will share the use of ambient pressure XPS (APXPS) to directly probe the solid/gas and solid/liquid electrochemical interface. APXPS is a photon-in/electron-out process that can provide both atomic concentration and chemical-specific information at pressures greater than 20 Torr. Using synchrotron X-rays at Lawrence Berkeley Nation Laboratory, the Advanced Light Source has several beamlines dedicated to APXPS endstations that are outfitted with various in situ/operando features such as heating to temperatures > 500 °C, pressures greater than 20 Torr to support solid/liquid experiments and electrical leads to support applying electrical potentials support the ability to collect XPS data of actual electrochemical devices while it's operating in near ambient pressures. This talk will introduce APXPS and provide several interface electrochemistry examples using in situ and operando APXPS, including the probing of Sr segregation on a SOFC electrode to a Pt metal electrode undergoing a water-splitting reaction to generate oxygen, the ability to measure the electrochemical double layer (EDL) to our most recent efforts to directly probe an ion exchange membranes Donnan potential. Gaining new insight to guide the design and control of future electrochemical interfaces and how Bob, electrochemistry, and I have interfaced over the years.

Sport Management Faculty Members’ Mentorship of Student-Athletes

When compared with other disciplines, sport management educators are more likely to encounter student-athletes in their classrooms. While faculty mentoring is a key to student success for all, better understanding of this mentoring dynamic between sport management faculty and student-athletes is important to advancing pedagogical knowledge within the discipline. And perhaps, even more importantly, it can aid in creating a pathway for faculty advocacy and dispelling stigmas related to student-athletes. Consequently, the Mentor Role Instrument was used to determine if faculty mentorship of student-athletes differs by function type (RQ1) and if this was impacted by gender or faculty appointment (RQ2). An online survey of 88 sport management educators indicated that a significant difference was found, F(8, 783) = 44.16; p < .001, among mentoring function type. Friendship and Acceptance were the most prevalent mentoring functions, while Protection was the least frequent. Results did not indicate that gender or faculty appointment impacted faculty mentorship styles toward student-athletes.

Supporting excellence in teaching

This focus of this article is the impact of the role of mentor on academic staff within an institutional framework for CPD. A study was undertaken to explore mentors’ experiences of participating in a pilot project that was established to support successful engagement with the framework. Qualitative data from one focus group and one interview were analysed using thematic and emotion coding. The analysis revealed challenges and rewards associated with the role of mentor and highlighted a need for practical support and development opportunities for mentors, as well as greater clarity of roles and responsibilities. An outcome is enhanced support for the project.

An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role

ABSTRACT Globally, pre-service teacher education has experienced a practice turn where there is now greater focus on practice in schools and more attention is being paid to mentoring and the role of the school-based mentors. In policy this can be seen through the increased focus on mentoring education, where the intention is to strengthen the mentors’ competence. However, there are vague descriptions of how the mentor role should be designed and therefore, research on how this role is practiced is of interest. This paper aims to contribute knowledge on what characterize mentor roles and how they influence the mentee role. The findings indicate that mentors exercise control through an active, direct, and diverse mentor role. An active and direct mentor role is related to a reactive mentee role, whereas a more active mentee role is related to a diverse mentor role. Mentoring education is discussed in relation to the mentors’ autonomy.

Perceived social and academic roles of peer mentors in a pre-health college program

ABSTRACT Peer mentors can significantly influence the success of undergraduates, particularly in science programs for those identifying as first-generation and historically marginalized. We sought to better understand the roles and expectations of the peer mentors themselves in a pre-health program for first-generation students, many of whom identify as marginalized. Therefore, we asked: (1) What are the perceptions of peer mentors regarding their roles in providing (1) academic and (2) social support to mentees? We conducted interviews with five peer mentors of this pre-health program in Fall 2017 and Spring 2018. Our findings suggest that multiple benefits and challenges are perceived by peer mentors of this program in regard to academic and social roles–and that these perceptions are generally not exclusive to first generation-focused college programs. We suggest that in the future, similar pre-health programs should offer more pedagogical professional development opportunities for peer mentors and access to necessary course resources.

Peer mentoring support for students with autism in school settings: a concept analysis

Peer mentoring support as an organized peer‐run approach can be understood as an intentional support strategy for students with autism within the context of general schools. However, the increasing number of research‐based articles on the peer support programme apply the concept with little consistency. The literature was searched using electronic databases. Any quantitative or qualitative studies published in English, which were focused on peer mentoring support in autism, were included. We followed Walker and Avant's method of concept analysis. The attributes, antecedents and consequences of the concept were identified. The attributes of peer mentoring support were peer‐based interaction, mentorship approach, customized support and reciprocal relationship. Antecedents included peer acceptance, peer mentor training and role definition. The consequences of peer mentoring support were also identified. A conceptual model of peer mentoring support in autism was developed.

Loss and Gorgeous (A Pastoral Study on Grace Counseling)

This journal aims to analyze the role of mentoring and grief counseling due to the loss or death of someone who cannot be forgotten and resolved so that it becomes a heavy burden, and sucks out one's creativity. The longer the healing process, the greater the risk of grief for its integrity. In this case, people grieving because of death need to get attention from various parties, one of which is the Church in the form of an assistance, for this reason this study aims to describe and analyze forms of pastoral care that has been carried out so far and to develop a pattern of pastoral assistance for people grieving due to death. To obtain data, the authors use direct interview techniques with informants consisting of servants and people who experience grief due to death, both unexpected and sudden deaths. The results obtained from this study indicate that the pastoral care that has been carried out by the ministry is only temporary and is carried out when a grieving person contacts the minister, so that the grieving person is still in an atmosphere of grief because he does not receive effective assistance. The pastoral assistance that is carried out requires a pattern that can serve as a guide for ministers in providing help, for that the author offers a pattern of assistance that can be adapted to the needs of grieving people with different types of grief, namely a spiral mentoring pattern where the counselee will not always be the counselee because when he has been helped he will empower himself to become a counselor and can help others too

Loss and Gorgeous (A Pastoral Study on Grace Counseling)

This journal aims to analyze the role of mentoring and grief counseling due to the loss or death of someone who cannot be forgotten and resolved so that it becomes a heavy burden, and sucks out one's creativity. The longer the healing process, the greater the risk of grief for its integrity. In this case, people grieving because of death need to get attention from various parties, one of which is the Church in the form of an assistance, for this reason this study aims to describe and analyze forms of pastoral care that has been carried out so far and to develop a pattern of pastoral assistance for people grieving due to death. To obtain data, the authors use direct interview techniques with informants consisting of servants and people who experience grief due to death, both unexpected and sudden deaths. The results obtained from this study indicate that the pastoral care that has been carried out by the ministry is only temporary and is carried out when a grieving person contacts the minister, so that the grieving person is still in an atmosphere of grief because he does not receive effective assistance. The pastoral assistance that is carried out requires a pattern that can serve as a guide for ministers in providing help, for that the author offers a pattern of assistance that can be adapted to the needs of grieving people with different types of grief, namely a spiral mentoring pattern where the counselee will not always be the counselee because when he has been helped he will empower himself to become a counselor and can help others too

The experience and role of mentorship for paediatric occupational therapists.

Within Australia, the introduction of the National Disability Insurance Scheme has led to a growth in paediatric occupational therapists working in community settings. This growth has increased the demand for support from more senior paediatric occupational therapists to novice clinicians. Mentoring has long been valued by occupational therapists as a means to provide this support. Despite its apparent benefit, there is limited research on the contribution of mentoring as distinct from supervision, and its impact on mentees' skills and confidence in providing care. This study examined the contribution of mentorship to the development of professional capability in paediatric occupational therapy practice from the perspective of mentors and mentees. Interpretive description methodology was used. In-depth interviews were conducted with nine mentors and eight mentees from three Australian states. Data were analysed inductively and thematically. All participants reflected on the challenges presented by the complexity of practice, requiring a knowledge base that mentees perceived they did not possess. The essential nature of non-judgemental, emotional support allowed mentees to feel safe to discuss their concerns when they were often overwhelmed by practice. Mentorship was viewed as capacity building, building competence by scaffolding clinical reasoning and supporting theory to practice translation while developing resilience to cope with complexity. Study participants reported that successful mentorship assisted novice practitioners to integrate knowledge and skills required for complex clinical and professional reasoning. The emotional support provided through the relationship supported novice therapists to build their confidence and resilience while promoting professional identity and socialisation into the profession. The study raised questions related to how the profession best supports novice paediatric therapists in the current employment contexts, and the need to review how bodies of knowledge relevant to paediatrics are brought together to be used by both novice clinicians and senior therapists, who support them, for translation to effective practice.

원자력공학과 재학 대학생의 원자력 관련 연구기관 현장실습 경험에 관한 연구

Objectives This study aims to contribute to the field Training program of correct nuclear manpower by examining the field training experience of nuclear-related research institutes of college students majoring in nuclear engineering. Methods For this purpose, a qualitative research method was used to deeply explore the subjective experiences of the research participants, targeting two college students in the Department of Nuclear Engineering working at the K nuclear-related research institute. Participation observation, interviews, and local data collection were conducted. The collected data were derived into 3 major categories, 6 middle categories, and 17 sub-categories by performing emic coding to identify the field practice experience. Results First, the characteristics of the field training site of the study participants were the reactor facility, measurement room, waste management space and office at the dismantling site, which can be thought of as a construction site from a spatial point of view. Second, in terms of human relations, I had a good relationship with everyone in the department. Next, the tasks of the study participants varied from administrative tasks such as planning and writing reports to measuring radioactivity concentrations in the air, and it was found that the job description and interpersonal relationships within the department were the most important in the field training program. Finally, the research participants were able to broaden their knowledge and determine the appropriateness of the work they performed through the field practice program to determine their own career direction. Conclusions The results of this study suggest that it is necessary to help understand the field training programs of nuclear-related research institutes and to assign the roles of mentors and colleagues in the field training programs and appropriates jobs to field training students.

How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study

The combination of measuring performance and giving feedback creates tension between formative and summative purposes of progress evaluations and can be challenging for supervisors. There are conflicting perspectives and evidence on the effects supervisor-trainee relationships have on assessing performance. The aim of this study was to learn how progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships. Progress evaluations in a two-year community-pharmacy specialization program were studied with a mixed-method approach. An adapted version of the Canadian Medical Education Directives for Specialists (CanMEDS) framework was used. Validity of the performance evaluation scores of 342 trainees was analyzed using repeated measures ANOVA. Semi-structured interviews were held with fifteen supervisors to investigate their response processes, the utility of the progress evaluations, and the influence of supervisor-trainee relationships. Time and CanMEDS roles affected the three-monthly progress evaluation scores. Interviews revealed that supervisors varied in their response processes. They were more committed to stimulating development than to scoring actual performance. Progress evaluations were utilized to discuss and give feedback on trainee development and to add structure to the learning process. A positive supervisor-trainee relationship was seen as the foundation for feedback and supervisors preferred the roles of educator, mentor, and coach over the role of assessor. We found that progress evaluations are a good method for directing feedback in longitudinal supervisor-trainee relationships. The reliability of scoring performance was low. We recommend progress evaluations to be independent of formal assessments in order to minimize roles-conflicts of supervisors.

Developmental pathways in netball match officiating: examining the potential role of technology

ABSTRACT Research aim This research sought to explore the role of technology within development pathways in netball match officiating. Research methods A qualitative methodology was employed to gain insight into technology within development pathways. 28 participants were sampled across the five global netball regions, fulfilling single and mixed umpiring (N = 21), assessing (N = 7), coaching (N = 5), tutoring (N = 5), mentoring (N = 3), administration (N = 3), and bench officiating (N = 1) roles, with thematic analysis using inductive coding adopted to investigate perspectives specifically towards technology use. Results and findings Video within assessment processes and its implementation in analysis practices was highlighted as important for providing effective feedback. The effect might not be due to the technology alone and interactions between the individuals providing and receiving feedback should also be considered. Creating learning provision, enabling the sharing of resources and greater access to development opportunities were discussed as crucial, especially in developing world regions. However, socio-cultural differences might impact upon personal preferences in using technology or its perceived need, and regular monitoring of provision is crucial to ensure impact is occurring. Adopting processes to share knowledge across regions and creating greater assessment and mentoring opportunities were also seen to enhance development and learning. Implementation of technology should be considered in relation to different stages of development that are apparent across nations, with factors such as cost, required skills, and the compatibility being crucial to ensuring needs are met appropriately. Implications The findings identify how technology could act to benefit match officiating pathways. The crucial factor is ensuring that equity is sought in providing mechanisms of this manner, adopting policies that are aimed at effecting the global development landscape. This might, however, be impacted by cost and availability, and as such considerations need to be made towards accessible opportunities, irrespective of geographical location. Research contribution This research provides detail on the role of technology within development processes of sport officials and in a previously under researched sport.

Plugging the Leaky Pipeline: The Role of Peer Mentorship for Increasing Diversity.

I arrived to my shift early, nervous about caring for critically ill patients as a first-year fellow. I sat in the workroom alone, paralyzed, not sure how to preround despite being months into fellowship. The senior fellow appeared minutes before sign-out; fresh, knowledgeable, and calm, despite her busy night and lack of sleep. She asked me how I was doing. With tears in my eyes, my emotions poured out. I explained that I felt lost, unsure of myself, my place, and my knowledge. For the first time, I confessed out loud, "I don't think I'm supposed to be here. I have no idea what I'm doing." I could trust her in a way I couldn't trust others. She was like me: othered by her identity, minoritized by society. Though different from my own, her identity allowed her to understand my own experiences. We were different from one another and we were also the same. Unlike the senior faculty, it was safe to talk to her. And, unlike my other cofellows, there was a kinship between us in our otherness. She looked at me, closed the door, and shared words of strength that I needed to hear. I belonged. I was more than enough. She shared that the pressure I was experiencing was common among systematically minoritized individuals; she too had felt it before. Sitting with her, I was finally seen, supported, and comforted. As a peer mentor from a minoritized background, she provided a sense of security and belonging that had not been provided in my training and was distinct from the support of senior faculty.

The role of mentorship in universities: the knowledge management framework

Abstract: In this paper we discuss mentorship in the university context with a focus on knowledge sharing and creation. We assume from the outset that academics and actors representing practice, as well as students, can be considered as distinct or interlinked communities of practice, where the participants of the community share similar values, norms and practices that follow community-specific dominant logics. We suggest there is a role for mentors between academia, student life and fields of practice, and that the knowledge creation and sharing processes can take different formats, similar to changing mentor roles in facilitating or sharing the knowledge processes.
 We discuss the roles of mentors in the knowledge sharing contexts of communities of practice building on previous studies reflecting the professional identity of students and mentoring in those same contexts. We look at knowledge and learning as processes, acknowledging the specific nature of tacit and explicit knowledge following the perspectives from the SECI model and experiential learning. We further elaborate the role of mentors in sharing and building knowledge focusing on the university context. The results indicate that mentoring takes various forms and needs different enabling processes in different contexts within university cycles. The role of informal unexpected mentoring occurring within the ‘ordinary’ learning context is often ignored. The contribution of the paper provides a deeper understanding of mentoring in the university, as well as elaborating on the mentor as a knowledge activist contributing new insights in knowledge management discussions. The study has managerial implications related to new approaches to transforming mentoring from being an “add-on” activity to an integrated part of university curriculum development.

ESTABLISHING HOW THE HEAD-TEACHERS’ MENTORSHIP ROLES AS INSTRUCTIONAL LEADERS INFLUENCE THE PERFORMANCE OF THE NEWLY DEPLOYED/TRANSFERRED TEACHERS IN PUBLIC SECONDARY SCHOOLS

The study investigated how the mentorship roles of head-teachers as school cultural builders influence the performance of the newly deployed/transferred teachers in Lufwanyama District. The study was anchored on Kram’s Mentor Role Theory and Path-Goal Theory. A mixed methods research approach and a descriptive survey design were adopted. The target was public secondary schools, head-teachers, HODs and teachers. Purposive sampling was used to select 16 public secondary schools and 16 head-teachers. Stratified and simple random sampling techniques were adopted to select 33 out of 112 HODs, and 93 out of 311 teachers. Questionnaires were used to collect data from teachers and HODs, while interviews were used to collect data from head-teachers. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 21 and presented in frequencies, tables and percentages. Qualitative data were categorized into various themes and reported in form of narratives and direct quotations. The findings revealed that the mentorship roles of head-teachers were important in determining the performance of newly deployed/transferred teachers. However, it was established that most of the head-teachers do not adequately coach newly deployed/transferred teachers and do not effectively supervise and examine teachers' lesson notes in order to build their professional abilities. The study concluded that effective mentoring of newly deployed/transferred teachers was hindered by factors including mentors' inadequate knowledge and skills in mentoring, head-teachers' work overload and head-teachers' insufficient leadership abilities. It was recommended that the government should give mentors the training they need to support newly deployed/transferred teachers. This would enhance teachers’ performance in public secondary schools in the Lufwanyama District.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0958/a.php" alt="Hit counter" /></p>