Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees
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| Title: | Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees |
|---|---|
| Language: | English |
| Authors: | Hackmann, Donald G., Malin, Joel R. |
| Source: | Journal of Research on Leadership Education. Sep 2019 14(3):236-260. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mentors, Awards, Professional Recognition, Instructional Leadership, College Faculty, Teacher Attitudes, Friendship, Letters (Correspondence), Career Development, Institutional Characteristics, Organizational Culture, Interpersonal Relationship, Groups, Research, Graduate Students, Teacher Student Relationship, Models, Professional Identity |
| DOI: | 10.1177/1942775118763336 |
| ISSN: | 1942-7751 |
| Abstract: | This article presents findings from a study of Jay D. Scribner Award recipients. The purposes were to learn why professors engage in mentoring and to identify activities and supports provided to mentees. Interviews were held with the 12 recipients and 24 mentees who submitted letters in support of their nominations, with Mertz's conceptual model of mentoring guiding data analysis. Findings revealed mentoring activities were based upon mentees' career stages and institutional contexts, and aligned with Mertz's mentoring continuum. Relationships emerged informally, included individual and group mentoring, were characterized by relational equality, and resulted in long-term research partnerships and friendships. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1223935 |
| Database: | ERIC |
| Abstract: | This article presents findings from a study of Jay D. Scribner Award recipients. The purposes were to learn why professors engage in mentoring and to identify activities and supports provided to mentees. Interviews were held with the 12 recipients and 24 mentees who submitted letters in support of their nominations, with Mertz's conceptual model of mentoring guiding data analysis. Findings revealed mentoring activities were based upon mentees' career stages and institutional contexts, and aligned with Mertz's mentoring continuum. Relationships emerged informally, included individual and group mentoring, were characterized by relational equality, and resulted in long-term research partnerships and friendships. |
|---|---|
| ISSN: | 1942-7751 |
| DOI: | 10.1177/1942775118763336 |
