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Faculty Perceptions of Mentoring Wit...

Gilliean, Allisa D.

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Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty Perceptions of Mentoring Within an Undergraduate Business Internship Program./
Author:	Gilliean, Allisa D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	104 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Contained By:	Dissertations Abstracts International76-08A.
Subject:	Instructional Design. -
Online resource:	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.
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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.
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