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Global and Cross-Cultural Perspectives on Mentoring in Higher Education

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The researchers discuss the impact of globalisation on education and its impact on faculty at Institutions of Higher Education, particularly on new faculty. The article examines the type and quality of faculty mentorships for new faculty currently implemented in institutions of higher education. A mixed-method research design served to investigate mentoring practices and faculty experiences in formal and informal mentoring in the United States and abroad. A survey was used to gather information on faculties’ perceptions on the effectiveness of formal and informal mentoring in their own institutions and across institutions. The respondents had the opportunity to provide comments and to narrate their own mentoring experiences. Statistical analyses corroborated current findings from the National Center for Education Statistics (NCES), 2010, which showed the continued marginalisation of women and minorities. Recommendations are given for the enrichment of IHEs’ faculty mentorship programs that may meet the demand of the global society of the 21st. century and for equitable opportunities for new faculty, with particular attention to women and minorities.
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Keywords: alternative mentoring models preamble; faculty mentoring; globalisation; minority faculty; organisational culture; women faculty

Document Type: Research Article

Publication date: January 1, 2012

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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