Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support

Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and... Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Distance Education Taylor & Francis

Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support

Download PDF
21 pages

Loading next page...
 
/lp/taylor-francis/faculty-perceptions-of-e-mentoring-doctoral-dissertations-challenges-oP6gjkAVbq

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Taylor & Francis
Copyright
© 2023 Taylor & Francis Group, LLC
ISSN
1538-9286
eISSN
0892-3647
DOI
10.1080/08923647.2023.2213137
Publisher site
See Article on Publisher Site

Abstract

Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.

Journal

American Journal of Distance Education – Taylor & Francis

Published: May 24, 2023

Keywords: E-mentoring; online supervision; online mentoring; virtual mentoring; faculty strategies

References

  • Supervising doctorates at a distance: Three trans‐Tasman stories
  • Characteristics of qualitative research and its application
  • An interpretive phenomenological analysis of doctoral counselor education students’ experience of receiving cybersupervision
  • Using thematic analysis in psychology
  • Doctoral e-mentoring: Current practices and effective strategies
  • A qualitative examination of challenges influencing doctoral students in an online doctoral program
  • Faculty best practices to support students in the ‘virtual doctoral land’
  • Faculty mentors’ perspectives on e-mentoring post-professional occupational therapy doctoral students: Faculty mentors’ perspectives on e-mentoring
  • Using collaborative autoethnography to explore online doctoral mentoring: Finding empathy in mentor/protégé relationships
  • Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings
  • Phase III: Candidacy
  • Doctoral writing and remote supervision: What the literature tells us
  • Exploring the professional development of online and distance doctoral supervisors
  • The nature, perception, and impact of e-mentoring on post-professional occupational therapy doctoral students
  • Fostering motivation when virtually mentoring online doctoral students
  • Technologies, strategies, and supports helpful to faculty in the e-mentoring of dissertations
  • Mentoring and student support in online doctoral programs
  • Mentoring doctoral students online: Mentor strategies and challenges
  • Online mentoring of dissertations: The role of structure and support
  • Online research group supervision: Structure, support, and community
  • Development and validation of the Online Instructor Support Survey (OISS)
  • IETI 58/6 [Editorial]
  • The online PhD experience: A qualitative systematic review
  • Postgraduate research supervision at a distance: A review of challenges and strategies
  • Equal peer-mentoring as a tool for professional and academic development: Evaluation of an online e-mentoring program for doctoral students
  • Mentoring graduate students online: Strategies and challenges
  • Chair perceptions of trust between mentor and mentee in online doctoral dissertation mentoring
  • Experiences of faculty with doctoral student supervision in programs delivered via distance
  • Student-identified requirements for persistence in a limited-residency information systems PhD program
  • The transition from in-person to online supervision: Does the interaction between doctoral advisors and candidates change?
  • Virtual mentoring program within an online doctoral nursing education program: A phenomenological study