TY - JOUR 
A1 - Yob, Iris
AU - Crawford, Linda
T1 - Conceptual framework for mentoring doctoral students
Y1 - 2012
SN - 21576254
UR - http://hdl.handle.net/11268/4558
AB - In the research and professional literature, there are at least four lines of inquiry around mentoring: perceptions of successful mentoring in general, mentoring of doctoral dissertations in particular, mentoring specific to the online environment, and relative importance of mentoring behaviors. In each case, particular qualities that make for successful mentoring are identified and described but not coalesced into a conceptual model of mentoring. In examining this literature, the authors identified 94 mentor behaviors and characteristics of effective mentors, which were reduced for redundancies to 55. These were clustered into a conceptual model of mentoring with two domains, academic and psychosocial with four attributes in the academic domain (competence, availability, induction, and challenge) and three in the psychosocial domain (personal qualities, communication, and emotional support). The two domains and seven attributes of this model are described and discussed, outlining some of the implications of this model for further research.
KW - Mentoring Doctoral Students
KW - Mentoring Conceptual Model
KW - Enseñanza superior – Enseñanza y aprendizaje
KW - Enseñanza superior - Metodología
KW - Enseñanza superior
KW - Relación profesor-alumno
LA - eng
ER -