Background/Purpose
Mentorship is a key factor in the overall socialization, retention, and matriculation of kinesiology doctoral graduate students. However, limited research has explored the characteristics and best practices associated with mentoring. This interpretive case-study examined the academic and professional mentoring experiences of a group of kinesiology doctoral degree-seeking graduate students (n = 14) and faculty (n = 5) from four eastern research institutions.
Method
Researchers used traditional qualitative data collection and analysis techniques for this study. Specifically, semi-structured interviews, critical incident reports and journals were utilized to gain an understanding of the participants' perspectives. Moreover, qualitative data analysis techniques included developing coding categories, analytic induction techniques and theme development. Organizational socialization theory provided a basic framework for this research.
Analysis/Results
Participants described key perspectives regarding the mentoring process and best practices. Specifically, emergent themes included: a) Identifying expectations and needs, b) Choosing to actively engage in the mentoring process, c) Developing a professional relationship, d) Establishing appropriate goals and objectives and e) Humanizing the process.
Conclusions
In conclusion, this research provides evidence of the shared mentoring perspectives of kinesiology faculty and doctoral graduate students. The dissemination of these findings will lead to further discussion among scholars and administrators regarding the most effective means of facilitating programmatic mentoring processes. It is clear that mentoring is vital to the overall matriculation and post-graduate success of doctoral students. Consequently, future research should examine this process with the intent of assisting doctoral students in their development as future members of the professoriate and into relevant occupational positions.
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