Essential E-Mentors’ Characteristics for Mentoring Online Doctoral Dissertations: Faculty Views

Abstract

Effective mentoring is an integral component of the doctoral dissertation process. Prior research amply explored the triadic symbiosis of faculty mentoring skills, responsibilities, and values within the dyadic mentor–protégé relationship, but did not substantively analyze faculty views of the essential e-mentors’ characteristics for mentoring online doctoral dissertations. As a result of the lacunae in the mentoring literature, this qualitative case study investigated these views, using purposeful sampling methodology. Mentoring characteristics within the trifold convergence of values, professional skill, and relationships were explored through the lens of online doctoral faculty. Insights were gained through a voluntary, anonymous survey distributed to 10 experienced online doctoral dissertation Chairs via e-mail. Data were collected from electronically administrated open-ended surveys, telephone interviews with faculty, and faculty reflective journals. NVivo 10 software was utilized for organization, management, and categorization of data, and a custom-built database to record and analyze 8 emergent themes using a pattern-matching coding technique congruent with case study analysis. The results of Second Cycle coding corroborated extant faculty perspectives across the three mentoring domains—professional, psychosocial, and career—and revealed supplemental traits of tenacity, innovation, and adaptability to restrictive administrative protocols. When connected to the eight emergent themes, quality review processes presented barriers to both chairs and doctoral students. The study results may be transferred to similar contexts as this proposed research should prove beneficial to e-mentors and doctoral learners. E-mentors will be able to utilize the recommendations to more effectively mentor their students and better manage their relationship to the university.