Role Of Mentor Research Articles

Intercultural Mentoring in Higher Education

Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.

Supporting mentees through inclusive mentorship

AbstractInclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor‐student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models and structures that support inclusion. We explore specific topics such as the positionalities and mindsets of inclusive mentors, values, and intentions, the power of formal and informal mentorship structures, and the critical role of constellation mentorship. We highlight recommended practices for mentoring diverse learners through three case examples that collectively span the undergraduate, graduate, and pre‐professional levels. These case examples draw upon the rich experiences of co‐authors who have mentored a number of students and trainees, won mentorship awards, successfully founded and led mentorship programs, and studied effective mentorship practices. This topic fills an important gap in the literature, by addressing and providing evidence‐based practices that support inclusive mentorship.

Introduction to Leading from the Middle in Higher Education: Mentoring

“Leading from the Middle in Higher Education: Mentoring” is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee.

The Role of Business Mentors in Assisting the Growth of Education-Supported MSMEs

MSMEs play a crucial role in a country's economy. They contribute to job creation, local economic growth, and product or service innovation. Education is also recognised as a key pillar in community and economic development. Improving the quality of education has the potential to help MSMEs grow and thrive. The purpose of this study is to examine the role of business mentors in supporting the growth of MSMEs that receive support from education. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from special sources, namely Google Scholar and Google search engine. The results of this study show that the role played by business mentors in supporting the growth of education-supported MSMEs is significant. The collaboration between business knowledge gained through formal education and practical guidance from mentors forms a strong foundation for sustainable business growth. Mentors not only provide insight and experience, but also help young business owners overcome challenges, formulate effective strategies, and build valuable networks. In an ever-changing business ecosystem, this role is becoming increasingly important in moulding the next generation of competent and innovative entrepreneurs.

Preventing substance use among urban, African American youth: The potential of mentor-mentee conversations

BackgroundEarly adolescence is a critical time for preventing substance use onset. Mentoring can help protect youth via social influence; however, little is currently known about direct mentor-mentee interactions around substance use. To investigate this topic, interviews were conducted with mentors to explore their comfort with, and perceived barriers and facilitators to, discussions about substance use with youth mentees. MethodsInterviews were conducted with 26 adults serving as mentors to African American youth ages 12–14 in programs in the Baltimore/Washington, DC area. Themes were identified through qualitative analysis and pertained to comfort and engagement, commonly discussed topics, and barriers and facilitators. ResultsAlthough mentors expressed comfort with the idea of talking about substance use with their mentees, there also was an equally salient theme of having not actually done so beyond relatively cursory conversations. Salient expressed barriers to substance use discussions with mentees included fear of overstepping unclear boundaries in the mentor role and concern about having accurate information. Facilitators included training provided by programs, personal or familial experience with substance use, and concern with disparate legal ramifications for youth of color if caught in possession of, using, or selling drugs. Mentors also were in general agreement that a digital app could serve as a useful resource for discussing substance use with mentees. ConclusionsThese results suggest mentors of urban youth of color may benefit from additional training and support for engaging them in discussions about substance use as well as useful topics to address in this regard.

Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector

PurposeMentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the “mentoring stories” of five teachers in FET.Design/methodology/approachThe overall project adopted a narrative approach. Data were collected via in-depth interviews, part of which clearly focussed on participants' lived experience of mentoring. Thematic analysis revealed four overarching themes.FindingsThe themes reveal a spectrum of practices and perspectives on the role of mentors. There are ample instances of collegiality, mutual respect and an appreciation of the professional life stage of the mentee. However, evidently a lack of understanding of who mentors are and what they do persists, leading to some informal approaches and opening up the potential for misinterpretation and misalignment.Originality/valueThis paper sheds light on an area of FET practice that has been relatively unseen before now. It gives voice to those who have experienced mentoring in the Irish FET sector that, to a degree, has seen structural and attitudinal transformations in recent times.

Enhancing surgical training - Role of simulators and mentors.

Enhancing surgical training - Role of simulators and mentors.

Evolving the Master-Apprentice Tradition: A Pathway Back to a Student-Centered Pedagogy

This article explores one of the oldest structures of formal education, the master-apprentice tradition, and how it has both persisted and evolved in the Western classical singing community in both name and practice. By studying the history of the master-apprentice tradition, contemporary pedagogues may contextualize their current practices while considering modifications that may yield a more student-centered pedagogy. The master-apprentice tradition is rooted in the experiences of the master. This teacher-centered pedagogy establishes a clear hierarchy of power in the teacher-student relationship. From an inferior position, students may become dependent on their teachers and ultimately silence their own technical and artistic instincts. Student and teacher interaction play a crucial role in the development of a student’s concept of self and their agency to embrace autonomy. Teachers and students often assume the dependent relationship of the master-apprentice tradition as it allows them to fulfill roles they understand, and earnestly continue to honor traditions established by the singers and pedagogues of the past. The period from the late nineteenth to the early twentieth century is often regarded as the “golden age” of Western classical singing. During this time, Manuel Garcia II, Mathilde Marchesi, the Lamperti’s, among others, codified much of the bel canto technique that continues to resonate throughout voice studios today. Much of the research concerning these revered pedagogues focuses on what they taught, but not how they taught. However, writings of the “golden age” pedagogues and their students infer that their primary focus was on the individual and independent development of each student. The teacher often relinquished the traditional role of “master,” and assumed the role of mentor and co-learner. By examining the how, contemporary pedagogues may realize adjustments in their teaching that honor and build upon the knowledge and experiences of students, ultimately devising a more student-centered pedagogy.

‘How to Grow Old Gracefully’: Advice, Authority and the Mentor in Women’s Late Life Writing

This article considers what it meant to grow old gracefully as a woman in Britain in the early nineteenth century by focusing on intergenerational relationships and mentoring. Despite the ambivalent response to the figure of the older woman, her potential as mentor is frequently foregrounded in advice literature in this period. However, in contrast to this prescriptive ideal, the life writing of Lady Louisa Stuart (1757–1851) provides a rare opportunity to explore how older women navigated the culturally ascribed role of mentor. Stuart considers the vexed question of how to grow old gracefully in extensive correspondence with younger women and as a biographer of previous generations. The recovery of Stuart, a writer who barely published during her long lifetime, suggests how women’s late life writing has the potential to complicate cultural narratives of ageing and gender and provide insight into the dynamic relationship between writing and ageing.

Penggunaan Digital Marketing terhadap Peningkatan Brand Awareness PT Produk Zilla Akademi Indonesia

The utilization of digital marketing has become a crucial strategy for expanding reach and building brand awareness. This research employed a qualitative descriptive research method with a case study. The research findings indicate that B2B collaborations significantly contribute to increasing brand awareness by enabling the company to expand its brand reach, build trust, and attract new audiences. The role of mentors, such as Yoel Sumitro has also proven effective in boosting brand awareness through the association with their own reputation and authority. In addition, the use of Instagram social media can help brands by increasing their exposure, driving audience engagement, reinforcing their brand identity through visually appealing content, and increasing awareness through targeted advertising. Proven to be effective in raising awareness. To increase brand awareness, PT Produk Zilla Akademi Indonesia can focus on B2B collaboration with relevant companies, take advantage of mentor roles such as Yoel Sumitro, and optimize the use of Instagram social media with attractive content strategies and targeted paid advertising. By combining these strategies, PT Produk Zilla was able to achieve a significant increase in brand awareness in the creative education and training industry. By combining B2B collaboration strategies, mentorship, and the use of Instagram social media, PT Produk Zilla Akademi Indonesia can achieve significant improvements in brand awareness and optimize their marketing efforts in the creative education and training industry.

“Those Bridges That Help You Get There”: How Natural Mentors Improve Social Support and Social Capital of Unaccompanied Immigrant Youths Leaving Residential Care

ABSTRACT The increasing arrival of unaccompanied immigrant youth to Europe has been challenging for established political and social interventions. A range of social and educational services have been developed to help young immigrants in their transition to adulthood and these programmes are often spaces where they can meet supportive adults. Twenty semi-structured interviews with unaccompanied immigrant youth residing in the Barcelona Metropolitan Area were carried out. This qualitative study explores the prevalence and role of natural mentors in their lives. Furthermore, we go deeper into the functions and dynamics developed through two relationships where young people shared in-depth explanations of their meaning for their lives. Our findings suggest that natural mentors provide various types of social support and social capital, which fulfil the emotional or educational needs of young people. Facilities and obstacles for building natural mentoring relationships are presented in order to provide social and political implications. We conclude that there is a need for providing services to reinforce or promote natural mentoring relationships for unaccompanied immigrant youth leaving residential care.

Managerial expectations of graduate employability attributes: An empirical study

Orientation: A lack of employability attributes is often suggested as one of the main reasons for the existing new graduate supply–demand gap.Research purpose: The study aimed to empirically explore managerial expectations of new graduate employability attributes and what managers are prepared to do to enable new graduates in this regard.Motivation for the study: Not being able to find qualified candidates hampers productivity. In addition, it also limits new graduates’ prospects of finding sustainable employment.Research approach/design and method: This study is based on responses of 17 respondents from the North West, Gauteng and Northern Free State provinces of South Africa. Responses were obtained through a qualitative online survey. The researchers analysed the data using qualitative content analysis.Main findings: Six main attributes were extracted from the data: Being self-determined (making choices and managing their own lives); harnessing knowledge and learning (using and developing knowledge and skills); having a positive attitude (solving problems and dealing with challenges and setbacks); believing in oneself (having humility and self-confidence); having good relationships with others (being sensitive towards the organisational culture and relating well to others) and managerial capacity building (managers’ coaching and mentor roles that are critical to enable new graduates).Practical/managerial implications: Understanding managerial expectations should guide industry, higher education institutions and government in developing evidence-based interventions focussing on the relevant aspects of new graduate employability attributes.Contribution/value-add: The findings of this study provides an empirically grounded description of six broad new graduate attributes that managers value.

The vulnerable superhero-a qualitative study investigating how spinal cord injury peer mentors experience their role in Active Rehabilitation training programs.

Qualitative study. To explore how peer mentors with spinal cord injury (SCI) experience their role in Active Rehabilitation programs in Sweden. Community peer-based training programs in Sweden. Twenty active peer mentors were strategically selected and invited to participate. Nine individuals of diverse age, level of SCI and time since injury participated in semi-structured interviews via video link. Qualitative content analysis was used to analyze the data. The theme: Being a vulnerable superhero-a balancing act with rewards was based upon five categories: Being a suitable fit for a demanding culture, Offering a shortcut to coping with spinal cord injury life, Feeling rewarded by helping others, Building trust is reciprocal, and Constituting the norm in a temporary community. The peer mentors expressed vulnerability of sharing life experiences, being a role model and building relationships with mentees. The theme emerged from notions of high expectations and demands of the SCI peer mentor role. Being a peer mentor empowered, educated and inspired the peer mentors themselves. Peer mentors were continuously balancing between being open and vulnerable, and being strong and capable. Personality traits were reported as more important aspects of the role than physical skills. The individual mentor-mentee meetings and relationships were considered more important than the actual training sessions. Feeling part of a community and the norm through meeting others in a similar situation was perceived as a reward and motivation for participating as a peer mentor.

PERAN PEMBIMBING DAN PENYULUH DALAM PEMBENTUKAN KARAKTER SANTRI BARU PADA MASA PANDEMI COVID 19 (Studi Kasus di Pondok Pesantren Wali Songo Ngabar 2021)

Abstract
 The creation of quality human development in Indonesia is of course not only in terms of academics, but also based on high moral values. Here the WaliSongoNgabar Islamic Boarding School applies a character guidance system for new students. Even though the Covid-19 pandemic is a challenge for the supervisors, because there are certain restrictions that require more effort in guiding new students.
 The problem statements are: (1) How is the implementation of guidance and counseling for new students during the Covid 19 pandemic at the WaliSongoNgabar Islamic Boarding School in 2021, (2) How is the character formation of new students during the Covid 19 pandemic at the WaliSongoNgabar Islamic Boarding School 2021, (3) What is the role of mentors and extension workers in shaping the character of new students during the Covid 19 pandemic at the WaliSongoNgabar Islamic Boarding School in 2021
 This research uses descriptive qualitative method. With the object of the new santriustadz supervisor and the caretaker as a data source and the new santri dormitory building as the field object, the results of the research are (1) the first implementation of the 2021 new santri guidance is the 2nd year and still has several problems in its implementation, namely about resources. lack of human resources and seniority, (2) The formation of this character is carried out with good habits in daily activities for example clean living habits such as picket every day and community service every Friday. (3) the role of the supervisor and the instructor is divided into 2, namely the curative role, namely the mentor as a person who helps in solving problems and the preventive role, namely the supervisor as the person who prevents problems from occurring for new students.

Mentoring in the young water professionals' training program: Lessons for effective capacity development

AbstractTraining young water professionals in India and many other countries often focuses primarily on technical skills, leaving them ill‐prepared to deal with complex challenges and changing water management practices of the 21st century. Mentoring programs need to be designed to address the gap in competency development by incorporating transdisciplinary projects and activities, team building, professional networking, and relationship‐building. This will equip young professionals with the necessary leadership and managerial skills. Here, we present a case study of the Young Water Professionals (YWP) training program for participants from India, which developed transdisciplinary thinkers capable of leading positive change in the water industry. The YWP training program involved 20 participants under 35 years of age, paired with mentors from Australia and India who were experienced professionals in the water sector. The Mentor role was diverse and included positioning as an educator, sponsor, advisor, advocating agent, role model, coach, and confidante. This diversity of roles and attributes was necessary to support the mentees in their personal and professional development. The transdisciplinarity of the YWP training approach combined mentoring with technical training, experiential learning through situation understanding and improvement (SUIP), and working with client and project partners is expected to benefit the participants' professional outcomes significantly. The mentoring program aided in facilitating the achievement of career goals and improved the ability of participants to manage workplace challenges providing a clearer path for career progression. There were several learnings for future YWP mentoring, including; a hybrid mentoring mode, making online mentoring more interactive and productive and strengthening lines of communication. Overall, the YWP program reinforced the value of mentoring, especially the role of mentoring in enhancing the skills and capabilities of young water professionals and preparing them for future leadership roles in the water industry.

Puzzle identification in action research in initial teacher education

ABSTRACT The identification of suitable topics in action research can be challenging due to the complex nature of the educational context and the diverse factors that influence problem identification processes. This qualitative multi-case study explores problem identification among pre-service teachers involved in action research (AR). Twenty-nine participants (pre-service teachers, university-based supervisors, and school mentors) from two South American (Colombia and Chile) initial Foreign Language Teacher Education programs were interviewed on problem identification origins and influential factors. The study also used document analysis of program curricula, course programs, syllabi, and standards for the foreign language teaching profession across contexts. Thematic analysis suggests that problem identification has both bottom-up and top-down sources, and it is influenced by the prescriptive and facilitative roles of mentors and supervisors, the pre-service teachers’ research competences, and a series of contextual factors. We discuss the results along with integrated data, point out several critical issues for action research in initial L2 teacher education and introduce a set of considerations to facilitate processes of problem identification.

Willing and unable or willing and able? Insights from an evaluation of a mentoring training programme for early childhood teachers in Ireland

ABSTRACT Many early childhood teachers mentor pre-service teachers engaging in practicum within their settings. Given their significance in early childhood teacher preparation, mentors must be prepared for their mentoring role (Balduzzi and Lazzarri 2015). However, while early childhood teachers may be willing to mentor, they may be ill-equipped for this role. This paper draws upon participants’ responses to an evaluation of a mentoring training programme in Ireland. Findings indicate that participation in the programme resulted in greater knowledge and understanding of mentoring processes, approaches, skills, roles and responsibilities; increased confidence in participants’ ability to mentor; enhanced critical reflection; ability to share learning; improved professional practice, and willingness to embrace communities of practice. From a policy perspective, a mentoring policy concerning a continuum of early childhood teacher education, financial support and time in lieu is essential to enable mentors to fulfil their mentoring role in supporting the professional formation of pre-service teachers.

Cultivating Stronger Coaching in Clinical Mentors: An Experimental Evaluation of the Mentors Matter Professional Development Initiative

Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six different Tennessee programs over the course of 3 years to investigate its impacts on the perceptions and practices of both the mentors themselves and their candidates. PD significantly increased the frequency of coaching provided by mentors and mentors’ own instructional effectiveness but did not impact their candidates’ satisfaction or feelings of preparedness, though candidates of mentors assigned to treatment were marginally significantly more likely to find employment.

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.

ANALISIS PERANAN GURU DALAM MENINGKATKAN PRESTASI BELAJAR SISWA KELAS 2 SD N KARANGREJO 02 SEMARANG

A teacher is a beacon of knowledge and learning. The characteristics of an ideal teacher include both competence and character. An ideal teacher is someone who can impart patience and perseverance. Based on the observations conducted by the researcher during the Field Experience I (PPL I) activities, it was found that the second-grade students at SD Negeri Karangrejo 02 in Semarang still had a low level of academic achievement. This was evident from the evaluation results of the first cycle of teaching practice conducted by the researcher, which indicated that the teaching process in the classroom had not been entirely successful, as reflected in the unstable evaluation scores of the students. This research utilized a qualitative method and was conducted at SD Negeri Karangrejo 02 in Semarang. The research sample consisted of second-grade students at SD Negeri Karangrejo 02 in Semarang. Data collection was carried out through observation and interviews with the second-grade teacher at SD Negeri Karangrejo 02 in Semarang. The data analysis involved data reduction, data display, and conclusion drawing. The results of this research indicate that the role of the teacher in enhancing student achievement includes the stages of opening, core activities, and closure. Additionally, the teacher also plays the roles of motivator, instructor, mentor, and evaluator.