Mentorship and well-being

Author:

Al Makhamreh Maha,Stockley Denise

Abstract

Purpose The purpose of this paper is to examine how doctoral students experienced mentorship in their supervision context and how the mentorship they received impacted their well-being. Design/methodology/approach An interpretive phenomenological methodology was selected to frame the research design. This research approach seeks to study the individual lived experience by exploring, describing and analyzing its meaning. Findings The findings revealed three different quality levels of mentorship in this context authentic mentorship, average mentorship and below average/toxic mentorship. Doctoral students who enjoyed authentic mentorship experiences were more motivated and satisfied, students who reported average mentorships needed more attention and time from their supervisors, and students who had below average/toxic mentorships were stressed out and depleted. Research limitations/implications A limitation of this study is the lack of generalizability owing to the small sample size typical in qualitative studies. Another limitation is that this research did not include students who quit their programs because of dysfunctional supervision experiences. Practical implications Students and supervisors can use the findings to reflect on their beliefs and practices to evaluate and improve their performances. Also, authentic mentors can benefit from the findings to create a positive culture for all students to receive support. Finally, current supervisory policies can be reviewed in light of this paper’s findings. Social implications The findings show the nature of mentorship in an authoritative context, and how it can be toxic when power is misused. Originality/value This study provides new knowledge in relation to the different types of mentorship experiences that exist in doctoral supervision, and how each type can influence students’ well-being differently. Additionally, it reveals that doctoral students can graduate, even in the face of toxic mentorship, but at the expense of their well-being.

Publisher

Emerald

Subject

Education,Life-span and Life-course Studies

Reference71 articles.

1. Clutch-starting stalled research students;Innovative Higher Education,2004

2. Dealing with social isolation to minimize doctoral attrition – a four-stage framework;International Journal of Doctoral Studies,2007

3. Creating a bridge to the future: preparing new faculty to face changing expectations in a shifting context;The Review of Higher Education,2003

4. Doctoral student learning and development: a shared responsibility;NASPA Journal,2004

Cited by 37 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3