College Mentoring 101: Student Preferences and Needs
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| Title: | College Mentoring 101: Student Preferences and Needs |
|---|---|
| Language: | English |
| Authors: | Birkeland, Kathryn F., Davies, Thomas L., Heard, Carly A. |
| Source: | College Student Journal. Sep 2019 53(3):315-326. |
| Availability: | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/college-student-journal |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Student Attitudes, Mentors, College Faculty, Teacher Role, Course Selection (Students), Student Participation, Business Administration Education, Academic Advising, Faculty Advisers, Peer Influence, Decision Making |
| ISSN: | 0146-3934 |
| Abstract: | Higher education today is placing more emphasis on student advising in order to attract and retain students, and as a result, professional advisors are becoming more commonplace at universities across the nation. Institutions that follow this practice may still be interested in having faculty members mentor students in hopes of developing long-standing relationships that can benefit the college in the future. The paper's authors, who work at an AACSB International accredited business school at a mid-sized Midwestern university, surveyed students in order to ascertain their preferences and needs as part of the school's plans to implement a formal student-mentoring program. This paper discusses the differences, advantages and disadvantages, and likelihood of success of both informal and formal mentoring programs in both a business and academic setting. Results of the student questionnaire are provided in order to guide the structure and parameters of a mentoring program. Responses suggest professors are a primary source of advice for most students concerning course selection rather than other information. Overall, students prefer to seek advice from classmates and friends more than other groups. However, results suggest that most students would participate in a mentoring program if offered and would like to meet on a monthly basis. Students prefer to choose their own mentor in their major. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://www.ingentaconnect.com/contentone/prin/csj/2019/00000053/00000003/art00006 |
| Accession Number: | EJ1322705 |
| Database: | ERIC |
| Abstract: | Higher education today is placing more emphasis on student advising in order to attract and retain students, and as a result, professional advisors are becoming more commonplace at universities across the nation. Institutions that follow this practice may still be interested in having faculty members mentor students in hopes of developing long-standing relationships that can benefit the college in the future. The paper's authors, who work at an AACSB International accredited business school at a mid-sized Midwestern university, surveyed students in order to ascertain their preferences and needs as part of the school's plans to implement a formal student-mentoring program. This paper discusses the differences, advantages and disadvantages, and likelihood of success of both informal and formal mentoring programs in both a business and academic setting. Results of the student questionnaire are provided in order to guide the structure and parameters of a mentoring program. Responses suggest professors are a primary source of advice for most students concerning course selection rather than other information. Overall, students prefer to seek advice from classmates and friends more than other groups. However, results suggest that most students would participate in a mentoring program if offered and would like to meet on a monthly basis. Students prefer to choose their own mentor in their major. |
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| ISSN: | 0146-3934 |
