語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Faculty Perceptions of Mentoring Wit...
~
Gilliean, Allisa D.
FindBook
Google Book
Amazon
博客來
Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program./
作者:
Gilliean, Allisa D.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:
104 p.
附註:
Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Contained By:
Dissertations Abstracts International76-08A.
標題:
Instructional Design. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3681022
ISBN:
9781321535099
Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program.
Gilliean, Allisa D.
Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program.
- Ann Arbor : ProQuest Dissertations & Theses, 2015 - 104 p.
Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Thesis (Ph.D.)--Barry University, 2015.
This item must not be sold to any third party vendors.
The purpose of this study was to explore the perceptions of faculty regarding the mentoring experience in order to advance understanding of the role faculty mentoring may play within an undergraduate business internship program. This study will contribute to research on mentoring theory and experiential education in the field of Leadership and Education. This study included 12 purposefully sampled participants providing instructional oversight within a School of Business Program for undergraduate business interns. Participants described and explained their perceptions of the instructional strategies, leadership and professional development approaches and understanding of faculty mentoring. Data were collected in confidential telephone interviews. After completing an informed consent form, participants voluntarily responded to a brief demographic questionnaire, followed by the interview protocol of 10 semi-structured, open-ended questions. Interviews were transcribed and data analysis was based on a transcendental phenomenological approach in capturing the essential meaning and lived experiences of internship faculty. Three overarching themes emerged: instructional strategies, leadership and professional development approaches and significance of faculty mentoring. The instructional strategies theme produced two sub-themes: reflective thinking and effective communication. The leadership and professional development approaches theme formed two sub-themes: leadership characteristics and internship faculty support. The significance of faculty mentoring theme evoked two sub-themes: encouraging student success and fostering self-awareness. The findings in this study address how internship faculty perceived mentoring within an undergraduate business internship program. All of the participants in this study employed a variety of instructional strategies to help facilitate student reflection throughout the internship. Participants in this study believed that faculty mentorship is significant to the internship experience, as it offers critical guidance and feedback to elevate student learning. These findings can aid in addressing the gap in literature related to the role internship faculty may play in credit-bearing internship experiences by focusing on instructional strategies and program design. In addition, the findings can facilitate a deeper understanding of the mentoring phenomenon, and how faculty mentors can contribute to a student's academic and career success.
ISBN: 9781321535099Subjects--Topical Terms:
3432465
Instructional Design.
Subjects--Index Terms:
Credit-bearing internships
Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program.
LDR
:03804nmm a2200409 4500
001
2266482
005
20200612094459.5
008
220629s2015 ||||||||||||||||| ||eng d
020
$a
9781321535099
035
$a
(MiAaPQ)AAI3681022
035
$a
(MiAaPQ)barry:10039
035
$a
AAI3681022
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Gilliean, Allisa D.
$3
3543681
245
1 0
$a
Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2015
300
$a
104 p.
500
$a
Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
500
$a
Publisher info.: Dissertation/Thesis.
500
$a
Advisor: Whitford, Heidi.
502
$a
Thesis (Ph.D.)--Barry University, 2015.
506
$a
This item must not be sold to any third party vendors.
520
$a
The purpose of this study was to explore the perceptions of faculty regarding the mentoring experience in order to advance understanding of the role faculty mentoring may play within an undergraduate business internship program. This study will contribute to research on mentoring theory and experiential education in the field of Leadership and Education. This study included 12 purposefully sampled participants providing instructional oversight within a School of Business Program for undergraduate business interns. Participants described and explained their perceptions of the instructional strategies, leadership and professional development approaches and understanding of faculty mentoring. Data were collected in confidential telephone interviews. After completing an informed consent form, participants voluntarily responded to a brief demographic questionnaire, followed by the interview protocol of 10 semi-structured, open-ended questions. Interviews were transcribed and data analysis was based on a transcendental phenomenological approach in capturing the essential meaning and lived experiences of internship faculty. Three overarching themes emerged: instructional strategies, leadership and professional development approaches and significance of faculty mentoring. The instructional strategies theme produced two sub-themes: reflective thinking and effective communication. The leadership and professional development approaches theme formed two sub-themes: leadership characteristics and internship faculty support. The significance of faculty mentoring theme evoked two sub-themes: encouraging student success and fostering self-awareness. The findings in this study address how internship faculty perceived mentoring within an undergraduate business internship program. All of the participants in this study employed a variety of instructional strategies to help facilitate student reflection throughout the internship. Participants in this study believed that faculty mentorship is significant to the internship experience, as it offers critical guidance and feedback to elevate student learning. These findings can aid in addressing the gap in literature related to the role internship faculty may play in credit-bearing internship experiences by focusing on instructional strategies and program design. In addition, the findings can facilitate a deeper understanding of the mentoring phenomenon, and how faculty mentors can contribute to a student's academic and career success.
590
$a
School code: 1358.
650
4
$a
Instructional Design.
$3
3432465
650
4
$a
Educational leadership.
$3
529436
650
4
$a
Business education.
$3
543396
653
$a
Credit-bearing internships
653
$a
Experiential education
653
$a
Experiential learning
653
$a
Faculty mentoring
653
$a
Internships
653
$a
Mentoring
690
$a
0447
690
$a
0449
690
$a
0688
710
2
$a
Barry University.
$b
School of Education.
$3
2095228
773
0
$t
Dissertations Abstracts International
$g
76-08A.
790
$a
1358
791
$a
Ph.D.
792
$a
2015
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3681022
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9418716
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入