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Mentorship for New Faculty Members: A Qualitative Follow-up to Prior Canadian Research

  • Author / Creator
    Allan, Katherine A
  • Faculty members play a critical role in upholding the academic mission of institutions of higher
    education and are integral in supporting student success. It is widely understood that new faculty
    struggle and as incoming cohorts of new faculty become increasingly diverse, their unique
    challenges are beginning to be studied. This requires that new faculty receive appropriate support
    as they transition into academia. Mentorship, originally examined through the traditional dyad
    model has long been seen as the solution that benefits the mentee, the mentor and the institution:
    the benefit triad. That said, recent research has begun to question the benefit triad and alternative
    mentorship models are being studied. The gap in the Canadian higher education literature,
    particularly of cross discipline mentorship initiatives and their long-term implications, led to this
    study. Thus, the purpose of this study is to build upon prior research to contribute to a qualitative
    retrospective exploration of mentorship. This qualitative study interviewed 46 faculty members
    (new faculty and chairs of departments) to gauge their reactions to prior research findings and
    explore their perspectives to see what if anything has shifted over time regarding mentorship
    practices. Overwhelmingly participants were not surprised by the summary of previous findings,
    suggesting that not much has changed. The implications of this research, as viewed through the
    conceptual framework of this study ethics of care/caring democracy, are that faculty members
    need to be cared with via mentorship and other initiatives throughout their transition especially
    amidst the rising pressures of the neoliberal institution.

  • Subjects / Keywords
  • Graduation date
    Fall 2023
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/r3-w3sw-3x46
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.