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Yükseköğretimde Mentorluk Programının Değerlendirilmesi: Mentorluk Yeni Öğretim Üyelerinin Akademiye Geçiş Sürecini Kolaylaştırıyor mu?

Year 2018, Issue: 3, 532 - 541, 01.12.2018

Esra Eret Oya Yerin Güneri Yeşim Çapa Aydın

Abstract

Öğretim üyelerine yönelik mentorluk programı, yükseköğretim kurumlarında öğretim üyelerinin gelişimini desteklemek amacıyla uygulanmaktadır. Bu bağlamda, çalışmanın amacı, Ankara’daki bir devlet üniversitesinde uygulanan mentorluk programına dâhil olan mentor ve mentee öğretim üyelerinin mentorluk programının etkililiğine yönelik görüşlerini ve önerilerini incelemektir. Çalışmada nitel araştırma deseni ve bu kapsamda veri toplamak için yarı-yapılandırılmış görüşme formu kullanılmıştır. Örneklem, sekiz mentor ve dokuz mentee öğretim üyesini kapsamaktadır. Çalışmada elde edilen sonuçlar, akran mentorluk programının öğretim üyelerinin profesyonel gelişimine katkıda bulunduğunu ortaya koymuştur. Mentor öğretim üyeleri aynı zamanda mentorluk programının kendi kariyer gelişimleri için sağladığı katkıları da vurgulamışlardır. Son olarak, çalışmada, hem mentor hem de mentee öğretim üyeleri, mentorluk programının etkililiğini artırmak üzere önemli önerilerde bulunmuşlardır

Keywords

Akran mentorluk programı Yeni öğretim üyeleri Profesyonel gelişim

References

  • Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in higher education should be the norm to assure success: Lessons learned from the Faculty Mentoring Program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22(1), 56-73.
  • Berk, R. A. Berg, J., Mortimer, R., Walton-Moss, B., & Yeo, T. (2005) Measuring the effectiveness of faculty mentoring relationships. Academic Medicine, 80(1), 66–71.
  • Carnell, E., MacDonald, J., & Askew, S. (2006). Mentoring and coaching in higher education. London: Institute of Education.
  • Cawyer, C. S., Simonds, C., & Davis, S. (2002) Mentoring to facilitate socialization: The case of the new faculty member. International Journal of Qualitative Studies in Education, 15(2), 225-242.
  • Çelik, K. (2013). The contribution of supervisors to doctoral students in doctoral education: A qualitative study. Creative Education, 4(1), 9-17.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in social sciences]. (11th Ed.). Ankara: Seçkin Yayıncılık
  • Yirci, R. (2009). Mentorluğun eğitimde kullanılması ve okul yöneticisi yetiştirmede yeni bir model önerisi [Using mentoring in education and a new model for training school managers]. (Unpublished Doctoral Dissertation). Anadolu Üniversitesi, Eskişehir.
  • Zellers, D. F., Howard, V. M., & Barcic, M. A. (2008). Faculty mentoring programs: Reenvisioning rather than reinventing the wheel. Review of Educational Research, 78(3), 552-588.
  • Zey, M. (1984). The mentor connection: Strategic alliances in corporate life. Homewood, IL: Dow Jones-Irwin. Educational Research (EJER), 55, 263-282.

Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?

Year 2018, Issue: 3, 532 - 541, 01.12.2018

Esra Eret Oya Yerin Güneri Yeşim Çapa Aydın

Abstract

Faculty mentoring programs are implemented in higher education institutions to support faculty development. Within this respect, the aim of this study was to explore the views and suggestions of mentors and mentees in relation to the effectiveness of the mentoring program in a large state university in Ankara. The study had a qualitative design and semi-structured interview schedule was used to collect data. The sample included 8 mentors and 9 mentees. The qualitative data obtained through interviews were analyzed using descriptive analysis. The results showed that peer mentoring program contributed to professional development of mentees. The mentors also highlighted the benefits of mentoring program for their career. Both mentors and mentees also provided noteworthy suggestions on how to increase effectiveness of the mentoring program

Keywords

Peer mentoring program New faculty members Professional development

References

  • Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in higher education should be the norm to assure success: Lessons learned from the Faculty Mentoring Program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22(1), 56-73.
  • Berk, R. A. Berg, J., Mortimer, R., Walton-Moss, B., & Yeo, T. (2005) Measuring the effectiveness of faculty mentoring relationships. Academic Medicine, 80(1), 66–71.
  • Carnell, E., MacDonald, J., & Askew, S. (2006). Mentoring and coaching in higher education. London: Institute of Education.
  • Cawyer, C. S., Simonds, C., & Davis, S. (2002) Mentoring to facilitate socialization: The case of the new faculty member. International Journal of Qualitative Studies in Education, 15(2), 225-242.
  • Çelik, K. (2013). The contribution of supervisors to doctoral students in doctoral education: A qualitative study. Creative Education, 4(1), 9-17.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in social sciences]. (11th Ed.). Ankara: Seçkin Yayıncılık
  • Yirci, R. (2009). Mentorluğun eğitimde kullanılması ve okul yöneticisi yetiştirmede yeni bir model önerisi [Using mentoring in education and a new model for training school managers]. (Unpublished Doctoral Dissertation). Anadolu Üniversitesi, Eskişehir.
  • Zellers, D. F., Howard, V. M., & Barcic, M. A. (2008). Faculty mentoring programs: Reenvisioning rather than reinventing the wheel. Review of Educational Research, 78(3), 552-588.
  • Zey, M. (1984). The mentor connection: Strategic alliances in corporate life. Homewood, IL: Dow Jones-Irwin. Educational Research (EJER), 55, 263-282.
There are 9 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Esra Eret This is me

Oya Yerin Güneri This is me

Yeşim Çapa Aydın This is me

Publication Date December 1, 2018
Published in Issue Year 2018 Issue: 3

Cite

APA Eret, E., Yerin Güneri, O., & Aydın, Y. Ç. (2018). Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?. Yükseköğretim Ve Bilim Dergisi(3), 532-541.
AMA Eret E, Yerin Güneri O, Aydın YÇ. Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?. J Higher Edu Sci. December 2018;(3):532-541.
Chicago Eret, Esra, Oya Yerin Güneri, and Yeşim Çapa Aydın. “Evaluation of Peer Mentoring Program in Higher Education: Does It Support Smooth Transition of New Faculty to the Academia?”. Yükseköğretim Ve Bilim Dergisi, no. 3 (December 2018): 532-41.
EndNote Eret E, Yerin Güneri O, Aydın YÇ (December 1, 2018) Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?. Yükseköğretim ve Bilim Dergisi 3 532–541.
IEEE E. Eret, O. Yerin Güneri, and Y. Ç. Aydın, “Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?”, J Higher Edu Sci, no. 3, pp. 532–541, December 2018.
ISNAD Eret, Esra et al. “Evaluation of Peer Mentoring Program in Higher Education: Does It Support Smooth Transition of New Faculty to the Academia?”. Yükseköğretim ve Bilim Dergisi 3 (December 2018), 532-541.
JAMA Eret E, Yerin Güneri O, Aydın YÇ. Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?. J Higher Edu Sci. 2018;:532–541.
MLA Eret, Esra et al. “Evaluation of Peer Mentoring Program in Higher Education: Does It Support Smooth Transition of New Faculty to the Academia?”. Yükseköğretim Ve Bilim Dergisi, no. 3, 2018, pp. 532-41.
Vancouver Eret E, Yerin Güneri O, Aydın YÇ. Evaluation of Peer Mentoring Program in Higher Education: Does it Support Smooth Transition of New Faculty to the Academia?. J Higher Edu Sci. 2018(3):532-41.