Men and Women of the Corporation

The Seasons of a Man's Life

The Primacy of Caring: Stress and Coping in Health and Illness

This is a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education. Previous empirical reviews covering more than 30 years of published literature could draw only tentative and weak conclusions about the effectiveness of educational development practices. The authors used different questions that queried the nature of educational development practice and the thinking underlying practice. Their conceptual review yielded a framework with six foci of practice (skill, method, reflection, disciplinary, institutional, and action research or inquiry) that was drawn from an analysis of the design elements of the educational development practices in the research they reviewed and from an analysis of the conceptual, theoretical, and empirical literature cited by those articles. This six-cluster framework provides a new way of thinking about the design of practice and a more meaningful basis for ...

Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education

A group of pre‐tenured female faculty members is shown to advance from professionally isolated individuals to a collaborative group of writers through the peer mentoring process. The autoethnographically based approach to the analysis of self‐narratives exploring this transformation revealed experiential, emotional and developmental commonalities that guided the women's navigation of the tenure track at a large public research university via understanding of self, others and the environment. In contrast, the women's prior experiences with the traditional dyadic approach to mentoring resulted in feelings of isolation, professional self‐doubt and questioning of purpose. The researchers suggest that peer mentoring among female faculty in a higher education context offers an effective mentoring approach toward supporting women in forging scholarly identity.

Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education. The findings indicate that the sophistication of research has not advanced over the past decade. However, evidence does suggest that academe should be cautious in overgeneralizing the findings of studies conducted in corporate cultures. Although mentoring is recognized to be contextual, only recently have investigators considered the impact of organizational culture on the effectiveness of corporate mentoring programs. More rigorous investigation of this practice in higher education is warranted. As more studies point to the need to foster an employment culture that supports mentoring, understanding faculty mentoring programs within...

Maureen A. Barcic

Papers

Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel: