Academic mentoring : a valuation of an accelerated development programme
- Authors: Ceronio, Louise
- Date: 2018
- Subjects: Career development , Action research , Appreciative inquiry , Mentoring , Valuation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283056 , uj:30513
- Description: M.Phil. (Leadership Coaching) , Abstract: There is a need for an effective accelerated career development intervention such as mentoring to address the imbalances of the past still prevalent in the South African higher education context. Such an intervention should contribute towards the development of the next generation of academics for more senior roles. Mentoring programmes for academic advancement have been implemented in the higher education sector, but the value gained by the participants of such programmes has not been explored. The aim of this study was to explore what is to be valued by an academic mentoring programme for accelerated career development. The strategy towards this end was a case study. The case was an accelerated academic mentoring programme for lecturers in a higher education institution. The positive action research method of appreciative inquiry was applied in a two-phase design. The mentees (11 participants) took part in a facilitated appreciative inquiry workshop, and the mentors (5 participants) participated in appreciative interviews. The participants were able to identify the positive core of their mentoring programme, which enabled them to envision how such a programme may lead to academics flourishing in terms of teaching, research, community involvement, and academic leadership. Subsequently, the participants co-constructed an architecture for an ideal mentoring programme. The participants finally suggested the deliverables required for enhancing and guaranteeing the sustainability of a mentoring programme. On a methodological level, the positive action research method of appreciative inquiry was introduced as an approach to value (as opposed to evaluate) an academic mentoring programme. On a theoretical level, the findings corroborated the positive impact of mentoring on career development, in particular in the higher education context. On a practical level, the appreciative inquiry method empowered the participants to become appreciative of the value of the mentoring programme, encouraging them to become more self-directed in their personal career development.
- Full Text:
- Authors: Ceronio, Louise
- Date: 2018
- Subjects: Career development , Action research , Appreciative inquiry , Mentoring , Valuation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283056 , uj:30513
- Description: M.Phil. (Leadership Coaching) , Abstract: There is a need for an effective accelerated career development intervention such as mentoring to address the imbalances of the past still prevalent in the South African higher education context. Such an intervention should contribute towards the development of the next generation of academics for more senior roles. Mentoring programmes for academic advancement have been implemented in the higher education sector, but the value gained by the participants of such programmes has not been explored. The aim of this study was to explore what is to be valued by an academic mentoring programme for accelerated career development. The strategy towards this end was a case study. The case was an accelerated academic mentoring programme for lecturers in a higher education institution. The positive action research method of appreciative inquiry was applied in a two-phase design. The mentees (11 participants) took part in a facilitated appreciative inquiry workshop, and the mentors (5 participants) participated in appreciative interviews. The participants were able to identify the positive core of their mentoring programme, which enabled them to envision how such a programme may lead to academics flourishing in terms of teaching, research, community involvement, and academic leadership. Subsequently, the participants co-constructed an architecture for an ideal mentoring programme. The participants finally suggested the deliverables required for enhancing and guaranteeing the sustainability of a mentoring programme. On a methodological level, the positive action research method of appreciative inquiry was introduced as an approach to value (as opposed to evaluate) an academic mentoring programme. On a theoretical level, the findings corroborated the positive impact of mentoring on career development, in particular in the higher education context. On a practical level, the appreciative inquiry method empowered the participants to become appreciative of the value of the mentoring programme, encouraging them to become more self-directed in their personal career development.
- Full Text:
A valuation of an accelerated academic mentoring programme for senior lecturers
- Authors: Dye, Rodene Natalie
- Date: 2018
- Subjects: College teachers , Mentoring , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283373 , uj:30558
- Description: Abstract: Orientation: Mentoring is gaining popularity in organisations as a career accelerator to address organisational complexity. This is also true of the South African higher education sector, which is challenged by equity demands and the fact that a great number of scholars will be retiring over the following decade. For higher education institutions to contribute to society, developing the careers of their academics has become imperative. In the present study, a dialogic approach was used to determine the core strengths and appreciate what is best about an accelerated mentoring programme in a cosmopolitan university for senior lecturers. Research aim: The primary aim of this study was to explore the value of an accelerated academic mentoring programme for senior lecturers within a metropolitan university. Motivation for the study: From a South African perspective, it is critical to ensure that the next generation of academics is academically and intellectually equipped to substantively transform and develop South African universities. As faculty members are considered to be the primary deliverers of quality education, the ability of institutions to accelerate the careers and redress imbalances related to underrepresented academics is of paramount importance. A need exists for interventions and structures to be implemented at a national and institutional level to develop and fast-track the next generation of academics, to the benefit of higher education and society in general. Given this challenge, universities started to implement formal mentoring programmes, often haphazardly, in an attempt to equip faculty members with the requisite skills and capabilities to meet both the employment equity and the knowledge requirements of the country. There is therefore a need to determine the success of formal mentoring programmes in South African higher education institutions. Research approach and method: A qualitative research approach using a case study strategy was employed in a metropolitan university in South Africa. To address the stated aim and sub-aims of the study, the chosen research design was executed in two research phases. In Phase 1, primary data were collected using the appreciative inquiry method, and analysed using a collaborative approach. In Phase 2, semi-structured interviews were conducted, and the data were analysed... , M.Phil.
- Full Text:
- Authors: Dye, Rodene Natalie
- Date: 2018
- Subjects: College teachers , Mentoring , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283373 , uj:30558
- Description: Abstract: Orientation: Mentoring is gaining popularity in organisations as a career accelerator to address organisational complexity. This is also true of the South African higher education sector, which is challenged by equity demands and the fact that a great number of scholars will be retiring over the following decade. For higher education institutions to contribute to society, developing the careers of their academics has become imperative. In the present study, a dialogic approach was used to determine the core strengths and appreciate what is best about an accelerated mentoring programme in a cosmopolitan university for senior lecturers. Research aim: The primary aim of this study was to explore the value of an accelerated academic mentoring programme for senior lecturers within a metropolitan university. Motivation for the study: From a South African perspective, it is critical to ensure that the next generation of academics is academically and intellectually equipped to substantively transform and develop South African universities. As faculty members are considered to be the primary deliverers of quality education, the ability of institutions to accelerate the careers and redress imbalances related to underrepresented academics is of paramount importance. A need exists for interventions and structures to be implemented at a national and institutional level to develop and fast-track the next generation of academics, to the benefit of higher education and society in general. Given this challenge, universities started to implement formal mentoring programmes, often haphazardly, in an attempt to equip faculty members with the requisite skills and capabilities to meet both the employment equity and the knowledge requirements of the country. There is therefore a need to determine the success of formal mentoring programmes in South African higher education institutions. Research approach and method: A qualitative research approach using a case study strategy was employed in a metropolitan university in South Africa. To address the stated aim and sub-aims of the study, the chosen research design was executed in two research phases. In Phase 1, primary data were collected using the appreciative inquiry method, and analysed using a collaborative approach. In Phase 2, semi-structured interviews were conducted, and the data were analysed... , M.Phil.
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