Examining the Nature of Published Research About Mentoring in Higher Education

The various forms of mentoring relationships in higher education have all proven to be valuable, offering numerous benefits to mentors and protégés. Research into mentoring provides critical insight into aspects of these relationships, which can be used to advance theoretical and practical understandings of the topic. However, little is known about the methodological characteristics of the mentoring research itself. Using descriptive quantitative content analysis, I examined five years of articles published in five scholarly journals to determine the prevalence of research about mentoring in higher education. Not surprisingly, the prevalence of these articles differed significantly among journals in higher education (1.07% to 3.13%) compared to the considerably higher prevalence rate of 53.15% for the mentoring journal, Mentoring & Tutoring [χ2 (4, N = 82) = 143.98, p < .01]. I also report findings related to the prevalence of different empirical research traditions, research designs, and data sources, as well as various populations, such as faculty members or graduate students who serve as mentors or protégés. Given the limited number of mentoring articles published in higher education journals, I was unable to compare methodological characteristics across journals. Implications for theory, research, and practice in the area of mentoring in higher education are also suggested. Understanding the methodological characteristics of the current literature allows researchers to tailor their current studies by either continuing with existing trends in methodological approaches or seeking opportunities to incorporate under-utilized research traditions, designs, or data sources, with the aim of continuing to improve mentoring knowledge and outcomes.

Protect yourself from Predatory Publishers: Tips for staying safe in Scholarly Publishing

Presented at Brock Library Spring Symposium 2015: What's really going on?

In Search of Convergence: A Co-citation Analysis of Three Sport Management Journals

Responding to a series of articles in sport management literature calling for more diversity in terms of areas of interest or methods, this study warns against the danger of excessively fragmenting this field of research. The works of Kuhn (1962) and Pfeffer (1993) are taken as the basis of an argument that connects convergence with scientific strength. However, being aware of the large number of counterarguments directed at this line of reasoning, a new model of convergence, which focuses on clusters of research contributions with similar areas of interest, methods, and concepts, is proposed. The existence of these clusters is determined with the help of a bibliometric analysis of publications in three sport management journals. This examination determines that there are justified reasons to be concerned about the level of convergence in the field, pointing out to a reduced ability to create large clusters of contributions in similar areas of interest.

The Search for Scholarly Teaching in Elementary Education

Elementary teachers are expected to prepare students to work efficiently with others, solve complex problems and self-regulate their own learning. Considering the importance of a solid educational foundation in the early years, students would benefit if elementary teachers engaged in scholarly teaching. The purpose of this study was to investigate Boyer’s (1990) four dimensions of scholarship, application, integration, teaching and discovery, to better understand if there is scholarly teaching in elementary education. Four professional teaching documents were analyzed using a hermeneutic orientation. A deductive analysis suggests that we do have scholarly teaching in elementary education, with strong evidence that elementary teachers are scholars of application and integration. An inductive analysis of latent and manifest content suggests that underlying humanistic values run deeply through elementary education driving current curricular, instructional and pedagogical practices.

Daily Journals of Louis J. Cahill, 1946-2006

41 hardcover and soft cover journals containing handwritten entries

Scrap of paper with numbers of railway journals volume numbers, n.d.

Scrap of paper with numbers of railway journals volume numbers, n.d.