Improving the operational (transformation) management process of postgraduate mentoring

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Claudia M. Bordogna
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引用次数: 0

Abstract

Purpose

Universities in the United Kingdom, like their counterparts globally, are confronting difficulties associated with the well-being of students. The origins of these challenges are complex, exacerbated by various global events. In response, universities are trying to address these growing concerns and the escalating need for student support. Faculty members are often recruited to assist students in navigating academic and personal challenges. The aim of this study was to investigate how the process of student mentoring, by faculty members, could be made more operationally robust to better support student demand, thus yielding greater value for both students and staff.

Design/methodology/approach

A qualitative approach was adopted with 19 academic faculty working as mentors within a UK business school who participated in 90-minute semi-structured interviews. Interviews were analysed using an operational (transformation) management framework, with findings categorised under three key headings – inputs, transformations and outputs – to discover how the operational process of mentoring students could be enhanced.

Findings

Participants discussed the inputs required to deliver mentoring, the process of transformation and their desired outputs. Findings suggest coordinated and relevant inputs that is, information, environments and technology, coupled with good mentor selection and recruitment improves operational robustness, adding greater value to the student experience by creating more purposeful outputs, thereby benefiting themselves and their students.

Originality/value

The application of an operational (transformation) process framework to analyse faculty mentoring of students is unique, thereby offering new insights into the construction and management of these types of academic support initiatives.

改进研究生导师的业务(转型)管理流程
目的联合王国的大学与全球的大学一样,都面临着与学生福祉相关的困难。这些挑战的根源错综复杂,各种全球性事件又加剧了这些挑战。为此,各大学正在努力解决这些日益增长的问题以及对学生支持不断升级的需求。教职员工通常被招募来帮助学生应对学业和个人挑战。本研究旨在探讨如何使教师指导学生的过程更具操作性,以更好地支持学生的需求,从而为学生和教职员工创造更大的价值。设计/方法/途径采用定性方法,对英国一所商学院中担任导师的 19 名学术教师进行了 90 分钟的半结构化访谈。访谈采用运营(转型)管理框架进行分析,研究结果按投入、转型和产出三个关键标题进行分类,以发现如何加强指导学生的运营流程。研究结果参与者讨论了提供指导所需的投入、转型过程及其期望的产出。研究结果表明,协调和相关的投入,即信息、环境和技术,再加上良好的导师选择和招聘,可以提高运作的稳健性,通过创造更有目的性的产出,为学生体验增加更大的价值,从而使他们自己和他们的学生受益。
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
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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