A mixed method mentorship audit: assessing the culture that impacts teaching and learning in a polytechnic

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Empirical Research in Vocational Education and Training Pub Date : 2021-06-07 DOI:10.1186/s40461-021-00119-x
Natasha Hubbard Murdoch, Eliisha Ens, Barbara Gustafson, Tamara Chambers-Richards
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引用次数: 2

Abstract

The benefits of mentorship to individuals in post-secondary relate to wellbeing, satisfaction, and perceived success which translates to organizational commitment. Mentorship improves skills in academic roles and leadership, yet a disconnect remains on what mentees and mentors expect and what institutions provide. Supports are required for mentorship to be effective in empowering employees and creating a culture that espouses competence and autonomy through collaboration and creativity. The aim of this research was to replicate and advance an earlier study assessing nursing and health sciences in a polytechnic to describe the perceived mentorship culture for faculty, professional services, and leadership, across a provincial organization. This was accomplished through a sequential descriptive mixed methods study assessing the building blocks and hallmarks of a Mentorship Culture Audit. This paper reports on both the comparative assessment from 2013 and this new quantitative survey, along with a qualitative component enhancing the understanding of the mentorship culture within a polytechnic providing a variety of programming for vocational students. The audit revealed the employee perception of a mentorship culture to a mean of 4.52 on a seven-point Likert scale and noted areas of strength or infrastructure to be developed. Qualitative data portrayed further understanding where hallmarks of mentorship promoted or were lacking for informal or formal structures. Organizations benefit from mentorship. Tailoring mentorship to a framework ensures mentorship is anchored for success. This study is unique in its replication, the mixed methods approach, and its originality as an organizational level mentorship assessment.

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混合方法指导审核:评估影响理工学院教与学的文化
师徒关系到个人在中学后的福利,满意度和感知成功转化为组织承诺的好处。师徒关系提高了学生在学术角色和领导方面的技能,但在学生和导师的期望与机构提供的服务之间仍然存在脱节。为了有效地授权员工,并通过协作和创造力创造一种支持能力和自治的文化,需要支持指导。本研究的目的是复制和推进一项早期的研究,该研究评估了一所理工学院的护理和健康科学,以描述跨省组织的教师、专业服务和领导的导师文化。这是通过一项连续的描述性混合方法研究来完成的,该研究评估了师徒文化审计的组成部分和特征。本文报告了2013年的比较评估和新的定量调查,以及一个定性的组成部分,以增强对为职业学生提供各种编程的理工学院师徒文化的理解。审计显示,员工对师友文化的感知在7分李克特量表上平均为4.52分,并指出了需要发展的优势或基础设施领域。定性数据描绘了进一步的理解,在非正式或正式结构中,指导的标志促进或缺乏。组织从师徒关系中受益。将师徒关系裁剪为框架,确保师徒关系锚定成功。本研究的独特之处在于其重复性,混合方法方法,以及其作为组织层面师徒评估的独创性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
期刊最新文献
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