Mentoring Support Research Articles

SOCIOECONOMIC FACTORS AFFECTING WOMEN CAREER ADVANCEMENT IN THE GHANAIAN CONTEXTUAL SETTING

Women's career advancement has still been a topic of interest in Sub-Sahara Africa. To meet women's professional development requirements and remain competitive, organisations must pay attention to what makes them thrive. Career development involves a series of stages that occur over time, characterised by diverse concerns, themes, and tasks. There is, therefore, the need to document efforts to develop women managers and professionals and get a better understanding of the factors that positively influence women's progress in organisations. This paper reviewed the socioeconomic factors that influence women's career advancement by analysing existing literature to identify factors that facilitate or hinder the advancement of women’s careers. These factors, including stereotyping, biases, preference for family and work-life balance, male-dominant cultures in firms, the glass ceiling effect, lack of training and development opportunities, and their exclusion from networking, are significant impediments to career advancement claimed by women. Other factors such as organisational and government policies, supportive work environment, top management commitment, organisational support system, mentoring, networking, training and development, and organisational culture contribute to women's career advancement. In addition, interventions such as women-specific counselling sessions are held to address work-life balance. Interventions that would contribute to women-specific career advance theories were also identified. The critical issues that emerge from the review about hurdles to women's career advancement and variables that promote their advancement have been highlighted in this study. It is clear that many women who advance to senior positions acknowledge the obstacles posed by attitudes, and stereotypes and tactics have to be put in place to overcome them.

Bridging the gaps in information systems: a threshold concepts and troublesome knowledge perspective

ABSTRACT Students entering third-level higher education undergo a transformational learning journey. Learning in this context is defined as the need to understand key concepts (threshold) to engage with the academic content of the course. This learning journey is moulded by their experiences not only within the context of the third-level institution but is also moulded by their experiences in work placement. Threshold concepts and the inherent troublesome knowledge associated with them represent significant barriers to transformational learning. This research uses a case study approach in the Galway-Mayo Institute of Technology to explore final year business information systems (BIS) undergraduate students’ understanding of information systems (IS). This research objective was developed following a comprehensive review of the literature which determined that there was a research gap in understanding how BIS students encountered and overcame threshold concepts and troublesome knowledge when learning about IS. The research objective was investigated using several research questions which were explored using a mixed-method approach combining lecturer interviews, a student questionnaire and a student focus group. The study adopts a social constructivist research approach encompassing four theories of learning which act as theoretical lenses: threshold concepts, troublesome knowledge, socio-cultural development and communities of practice. The findings reveal that the students find the theory, and terminology associated with technical aspects, used within the discipline relating to learning about IS challenging. Specific threshold concepts and troublesome knowledge associated with these concepts are identified under several headings. Additionally, it emerged that the students use specific coping mechanisms to assist them in their transformational journey to understand IS which include peer learning, independent learning, practical application, lecturer support, experience and language, work placement mentor support and work-place-based learning. Finally, the results suggest that IS, as social systems, constitute a threshold concept whereby the students struggle with the following troublesome knowledge considerations in their communities of practice: communication, ethics and social system versus technical system differentiation. The study concludes by offering recommendations on how third-level education institutes can enhance awareness of threshold concepts and troublesome to limit their impact on students’ transformational learning experiences.

Godman‐Salvin Prize

Godman‐Salvin Prize

BUSINESS INCUBATION SCENE IN THE PANDEMIC THROUGH AN OPEN INNOVATION APPROACH – LATVIA CASE STUDY

INTRODUCTION 
 The concept of Open Innovation (OI) is recognised by researchers and practitioners internationally, but research on business incubation and incubators as OI partners promoting co-creation, collaboration, co-petition is missing the explanation of how OI in a pandemic transforms business incubation. Business incubators (BIs) are defined as a tool “to help small start-ups overcome liabilities of newness and smallness” (Vanderstraeten et al.,2020). The research aims to investigate the actual business incubation situation in Latvia in the pandemic with the focus on the OI approach. What is the business incubation scene in a pandemic? This remains the research question, addressing the hypothesis - the pandemic facilitated changes in national incubation promoting online co-creation, co-petition and collaboration.
 MATERIALS AND METHODS
 The Latvian business incubation scene was the main research field of the postdoctoral research project “Open Innovation”. Descriptive analyses of various incubator types in Latvia were performed, identifying the types of incubators including the University, industry and state-run incubators, incubation services and requirements. The content analyses of the co-occurrence of key services were conducted by mapping the incubation service area. The research period was during the pandemic time of 2021, when several socialisation restrictions came into force in Latvia, thus, shifting incubation online.
 RESULTS 
 The pandemic facilitated changes in the national incubation system, promoting online co-creation, co-petition and collaboration in the business incubation field offering online nature services to tenants. External online expertise, as well as online mentoring support, were the OI outside-in strategy activities offered to tenants.
 DISCUSSION
 The incubation requirements regarding tenants’ recruitment still differ in Latvia, offering the incubation from the idea stage to real time performance, and work in business incubators was on-going even in the pandemic. The nature of services switched to on-line and distance incubation, addressing the basic needs of tenants. The future research could focus on the further elaboration of measurement between the impact of on-site and on-line services on tenants’ performance.
 CONCLUSION
 The description of the national incubation scene during the pandemic is both a theoretical and practical novelty of this research, as this was the first time in the Latvia business incubation field when on-site services were restricted due to the pandemic. This research proved the importance of the business incubation function in entrepreneurship support and the ability of incubators to provide this function on-line.

The roles of ethnic identity and stressors in natural mentoring support among Latinx adolescents

This study explored whether Latinx adolescents’ ethnic identity and stressful experiences predicted characteristics of their naturally-occurring mentoring relationships with non-parental adults. Ninth-grade Latinx students completed surveys about ethnic identity, stress exposure, and their natural mentoring relationships during 9th and 10th grade. Youth who showed greater ethnic identity exploration in 9th grade perceived more support from mentors who were family members at follow-up. In addition, Latinx youth who experienced more stressors were less likely to identify familial mentors and to retain familial and Latinx mentors from baseline to follow-up. Youth who were exposed to more stressors also reported receiving significantly more support from their natural mentors at follow-up, but this association was only observed for non-Latinx mentors. Findings are some of the first to identify predictors of mentor retention and perceived mentoring relationship support among Latinx youth, and have implications for understanding intergenerational relationships that may promote resilience in this population.

Everyday Acts of Resistance: Mexican, Undocumented Immigrant Children and Adolescents Navigating Oppression With Mentor Support

Study aims were to examine oppression in education among Mexican immigrant youth with undocumented status and how mentors and other adults helped them resist oppression. Qualitative, narrative one‐on‐one interviews were conducted with 17 Mexican immigrant young adults with undocumented or DACA status in the U.S. Participants provided retrospective accounts from childhood through older adolescence. Analyses revealed critical junctures in which participants experienced oppression: (1) developmental milestones and school events, (2) college application process, (3) unforeseen life events, and (4) incidents of racial discrimination. Mentors and other adults helped participants to resist oppression through advocacy, social capital efforts, role modeling, and emotional, instrumental, and financial support. This study fills gaps in the literature on mentoring and immigrant youth who are undocumented.

ARE FAMILY MEDICINE RESIDENTS USING JOURNALS PERTINENT TO THEIR DISCIPLINE IN RIYADH, SAUDI ARABIA?

Background: Today's clinicians have to adapt to rapidly changing medical environment and information overload. It has also been observed that family medicine residents study articles from journals of other specialties for updating their clinical knowledge base. The objective of this study was to determine the family medicine resident’s journal selection preferences in Riyadh, Saudi Arabia. Materials & Methods: This descriptive study was conducted from Dec 2018-May 2019 at Department of Family & Community Medicine, King Saud University, Riyadh, Saudi Arabia. Our population included 265 family medicine residents, taken as sample. After pilot testing, a confidential but anonymous questionnaire was mailed to 265 residents. Sex, age groups, training site were demographic, while choice of family medicine journals, selection of articles, patterns of educational activities and reasons for choosing specific journal were research variables. All data was categorical and was described as count and percentage with 95%CI. Results: The questionnaire response rate was 45.28% (120/265). Out of 120, 51 (42.5%) were men and 69 (57.5%) women. 84% belonged to age group 25-30 years. Most residents 55 (46.2%) were from Ministry of Health Centers. American Family Physician journal was most frequently accessed (94.16%), whereas Annals of Family Medicine was least accessed (15.83%). Journals selection criteria were based on EBM (45.43%) in most cases, while it was based on Institute for Scientific Information in 0.83% cases. Most (76.66%) residents were utilizing case study, while minimum (18.33%) residents were using journal club as learning tool. Majority of residents were choosing journals based on suggestions by colleagues (54.16%), while minimum by medical representatives (22.50%). Conclusion: The awareness of family practice journals that can make a family medicine resident think as a family physician was very low. By reading the high-quality family medicine journals they can learn to develop a family physicians’ approach which they can apply to the person rather than the disease alone. Supportive mentorship and guidance from a devoted faculty mentors should ensure the maintenance of this approach and should be maintained throughout the residency years.

Finding the best mentor fit could prove to be vital

As an editor and professor I talk to many clinical nurses and nurse researchers about career development. I emphasise the importance of seeking out supportive mentors and connecting with experienced research teams. When embarking on a search for the right mentor or research team it is important to consider not only the area of research focus but also the ‘fit’ and the ability to work together. Successful mentoring requires the mentee to feel comfortable as part of the team, to receive feedback and to take risks as part of learning the craft.

Analysis of the influence of intergenerational differences on cross-generational cooperation among nurses

Abstract Introduction. The professional group of nurses is characterized by generational diversity. Representatives of different age groups have similar attitudes and values shaped by the socio-cultural environment. Understanding the differences between generations and building multi-generational teams help in providing nursing services of the highest level. Aim. The aim of the study was to analyze the influence of generational differences on intergenerational cooperation among nurses. Material and methods. A non-systematic review and analysis of published articles both in Polish and English. Discussion. Each generation has its own values and beliefs. Therefore, behavior and nursing practice may differ among generations. There are many challenges in multi-generational work environments, e.g. team communication, conflicts, work-life balance, and the ability to learn from colleagues with regards to everyday nursing practice and the use of technology. The main intergenerational differentiation can be seen in attitudes to work and professional development, communication, leadership and management. Summary. Managing a team should involve identification of the employees’ strengths, while addressing their weaknesses in certain skills. The support of mentors and development opportunities are crucial aspects of work for nurses at the beginning of their career. The effectiveness of team communication can be increased by encouraging open communication with respect for members of each generation. Promoting the exchange of knowledge and work experience in daily nursing practice will help each generation achieve its full potential, which will, in turn, enable the provision of both high quality patient care and employee satisfaction.

"Moving the Science Forward": Faculty Perceptions of Culturally Diverse Mentor Training Benefits, Challenges, and Support.

There is a pressing need for deeper cultural awareness among postsecondary faculty, yet few studies focus on institutions with developing research infrastructure, which enroll large proportions of racially minoritized students. Using social exchange theory, we investigate faculty members’ perceptions of “culturally diverse mentor training,” which includes culturally aware mentor (CAM) training, Entering Mentoring, and self-designed mentor training initiatives. Data come from qualitative interviews with 74 faculty who participated in culturally diverse mentor training activities across 10 master’s and doctoral institutions in the early stages of implementing grant-funded interventions focused on determining the most effective ways to engage and retain racially minoritized students in biomedical research. Findings indicate that faculty perceived a deepened understanding of their mentees’ challenges and developed enhanced communication strategies to better appreciate cultural differences. Faculty reported several challenges, such as difficulty in adopting culturally sustaining practices, balancing multiple commitments internal and external of grant requirements, and dissatisfaction with facilitators from outside their disciplines. They also described supportive structures that decreased their mentoring workload, such as complementary curricula and tiered mentoring models. We conclude with implications for higher education leaders interested in adapting and scaling culturally diverse mentor training interventions within their own departments and institutions.

Call for Submissions

Other| March 01 2022 Call for Submissions: Phyllis Dain Library History Dissertation Award Libraries: Culture, History, and Society (2022) 6 (1): 211–212. https://doi.org/10.5325/libraries.6.1.0211 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Call for Submissions: Phyllis Dain Library History Dissertation Award. Libraries: Culture, History, and Society 1 March 2022; 6 (1): 211–212. doi: https://doi.org/10.5325/libraries.6.1.0211 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectivePenn State University PressLibraries: Culture, History, and Society Search Advanced Search Sponsored by the Library History Round Table (LHRT) of the American Library Association (ALA) the Phyllis Dain Library History Dissertation Award recognizes outstanding work in our field by emerging library historians. We invite submissions for the 2023 Dain Dissertation Award by January 18, 2023.The full description of the Dain Award and the submission process follows and will be updated and available at http://www.ala.org/lhrt/awards/phyllis-dain-library-history-dissertation-award.The Library History Round Table (LHRT) of the American Library Associa-tion (ALA) sponsors the biennial Phyllis Dain Library History Dissertation Award. The award is offered only in odd-numbered years. The Dain Award, named in honor of a library historian widely known as a supportive advisor and mentor as well as a rigorous scholar and thinker, recognizes outstanding dissertations in English in the general area of library history during any time period or region of the world. Five hundred dollars and a certificate are given for... You do not currently have access to this content.

RETurn to work After stroKE (RETAKE) Trial: protocol for a mixed-methods process evaluation using normalisation process theory

ObjectivesThis mixed-method process evaluation underpinned by normalisation process theory aims to measure fidelity to the intervention, understand the social and structural context in which the intervention is delivered and identify...

Theoretical aspects of the development of psychological and pedagogical ensuring for mentoring in the penal enforcement system

Introduction. The relevance of the study is to increase the competencies of employees of the penal enforcement system. The development of for рsychological and рedagogical ensuring for mentoring in institutions of the penitentiary system is an urgent and promising direction for the adaptation of young professionals in the workplace. It helps to improve educational work with the staff, to preserve and strengthen the human resources of the penitentiary system.Materials and Methods. The article deals with the research of Russian scientists in the field of рsychological and рedagogical ensuring. The main attention is the author's development of the theoretical aspects of the pedagogical support of mentoring in the penal enforcement system, taking into account the specifics of this organization. The research uses methods of analyzing scientific literature, generalizing and systematizing data.Results. The purpose of the study is to carry out a theoretical analysis of the main approaches to the concept of рsychological and рedagogical support and to develop the concept of «pedagogical ensuring of mentoring in the penal enforcement system». The authors have defined and described the concept of «рsychological and рedagogical ensuring of mentoring in the penal enforcement system».Discussion and Conclusions. The authors consider that the perspective of the study is to continue development of the notion of «рsychological and рedagogical ensuring for mentoring in the Penal Enforcement System». The practical significance of the work lies in the fact that its results can serve as a more complete use of the institutional, organizational and personal resources in the Penal Enforcement System, as well as become the basis for improving the modern model of mentoring of the Federal Penitentiary Service of Russia.

Criteria Used by Endourology Society Fellowship Program Directors for the Selection and Evaluation of Fellows.

Introduction: An understanding of which trainee factors Endourology Society (ES) fellowship program directors (PDs) value may help urology residents optimize their fellowship candidacy and help current fellows optimize their fellowship performance. In the present study, we evaluated which factors are most important to ES PDs in selecting fellowship candidates and evaluating current fellows. Materials and Methods: A survey was constructed using Research Electronic Data Capture (REDCap) software and emailed to PDs of fellowships registered with the ES. Fellowships in the ES include Endourology/kidney stone disease (ESD) programs, robotic-laparoscopic surgery programs (MIS), and combination programs. A Likert scale ranging from 1 (not important) to 5 (extremely important) was used to rank the criteria for selecting and evaluating fellows. The survey captured program demographics such as geographic region, program type, and program duration. Results: Of the 52 ES PDs, 35 (67%) responded. Respondents represented 8 (23%) ESD programs, 7 (20%) MIS programs, and 20 (57%) combination programs. Furthermore, 16 (46%) represented 1-year programs and 19 (54%) represented 2-year programs. The top-five factors for candidate selection were perceived fit of the applicant, perceived level of applicant interest, initial interview, personal emails from applicants' advocates, and personal phone calls from applicants' advocates. Advocacy on behalf of the applicant appeared to be especially important for 2-year fellowships. The top-five factors for the evaluation of fellows in training were patient interactions, professionalism, attitude/demeanor, operative skills, and interactions with ancillary staff. Research productivity was of greater importance for the evaluation and selection of 2-year fellows and ESD fellows. Conclusions: Applicants for ES fellowships should focus on the initial interview and recruiting supportive mentors to advocate for their applications, particularly for 2-year programs. Although PDs value both clinical skills and research productivity, research productivity was more important for 2-year programs and ESD programs. Further research into applicant perspectives on the fellowship application process is warranted.

Relating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities

In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.

How Black Engineering and Computing Faculty Exercise an Equity Ethic to Racially Fortify and Enrich Black Students

ABSTRACT U.S. universities are fraught with institutional barriers that challenge Black faculty members’ ability to thrive in academia, while they also make attempts to broaden access and participation in fields like engineering and computing. The diversity-related service requested of Black faculty members can negatively complicate their chances for tenure and promotion. This qualitative research centers on the narratives of 39 Black faculty members in engineering and computing, guided by the equity ethic framework, which we use to understand their motivations to reduce racial inequities in their fields. We found that due to being overburdened with service requests, Black faculty responded by guarding their time and energy to focus instead on self-initiated, diversity-related service. In this paper, we focus on how these Black faculty members work to broaden participation in their fields by mentoring Black students during critical academic junctures while offering supportive anti-deficit teaching and mentoring. We argue that their self-initiated activities are a form of service that is critical to widening Black participation in engineering and computing and should not be overlooked in reviewing yearly raises or in the tenure and promotion process.

People in Motion: Introduction to Transnational Movements and Transwar Connections in the Anthropological and Genetic Study of Human Populations

People in Motion: Introduction to Transnational Movements and Transwar Connections in the Anthropological and Genetic Study of Human Populations

Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with COVID-19 Pandemic: An Empirical Study

Institutional support and quality education are linked in a significant way. During COVID-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the COVID-19 pandemic. This analysis focused on the three main elements of the adapted model of institutional support (AMIS) of Bond et al. (2007), and the institutional support model (ISM) of Valverde and Rodriguez (2002), namely financial support (FS), technical support (TS), and mentoring support (MS). The findings of this research are, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.

The feasibility and ongoing use of electronic decision support to strengthen the implementation of IMCI in KwaZulu-Natal, South Africa

BackgroundContinued efforts are required to reduce preventable child deaths. User-friendly Integrated Management of Childhood Illness (IMCI) implementation tools and supervision systems are needed to strengthen the quality of child health services in South Africa. A 2018 pilot implementation of electronic IMCI case management algorithms in KwaZulu-Natal demonstrated good uptake and acceptance at primary care clinics. We aimed to investigate whether ongoing electronic IMCI implementation is feasible within the existing Department of Health infrastructure and resources.MethodsIn a mixed methods descriptive study, the electronic IMCI (eIMCI) implementation was extended to 22 health facilities in uMgungundlovu district from November 2019 to February 2021. Training, mentoring, supervision and IT support were provided by a dedicated project team. Programme use was tracked, quarterly assessments of the service delivery platform were undertaken and in-depth interviews were conducted with facility managers.ResultsFrom December 2019 – January 2021, 9 684 eIMCI records were completed across 20 facilities, with a median uptake of 29 records per clinic per month and a mean (range) proportion of child consultations using eIMCI of 15% (1–46%). The local COVID-19-related movement restrictions and epidemic peaks coincided with declines in the monthly eIMCI uptake. Substantial inter- and intra-facility variations in use were observed, with the use being positively associated with the allocation of an eIMCI trained nurse (p < 0.001) and the clinician workload (p = 0.032).ConclusionThe ongoing eIMCI uptake was sporadic and the implementation undermined by barriers such as low post-training deployment of nurses; poor capacity in the DoH for IT support; and COVID-19-related disruptions in service delivery. Scaling eIMCI in South Africa would rely on resolving these challenges.

Disclosure of lived experience of mental illness in training: Reasons for disclosure.

Students in mental health (MH) professions often face MH symptoms themselves related to the stress of graduate training and have been shown to benefit from supportive mentoring. Little is known, however, about trainees who already have a mental illness, and how best to help them succeed. Snowball sampling was used to survey 35 MH professionals with lived experience of mental illness (LE), also known as "prosumers." The survey included questions about participants' past disclosure about mental illness when they were in a training role. Questions were also asked about participants' experience supervising or teaching students who had disclosed LE. The survey included quantitative and qualitative data. Of participants who disclosed experiences of mental illness during past training, most disclosed to a clinical supervisor, with the most common reason for disclosure being to seek social support. A majority (83%) of those who endorsed having a trainee disclose to them were "out" about their own LE at the time. The majority of participants (78%) indicated they would like accessible examples of how others had dealt with trainee disclosure to use as a tool in working with trainees. We conclude with implications for future research and resources on this topic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).