July 26, 2021
July 26, 2021
July 19, 2022
Faculty Development Division
Faculty productivity is crucial for success during for tenure and promotion and beyond. Research suggests that mentoring during the tenure journey has positive effects. However, research linking the positive effects of mentoring to faculty productivity is lacking. Only a few studies have been published linking faculty mentoring and productivity, with most focusing on research and scholarship productivity. In this study, we conceptualize faculty productivity as an outgrowth of the entrepreneurial mindset. Exploring how faculty mentoring influences faculty productivity includes identifying which entrepreneurial competencies are promoted through mentoring. Our conceptual framework looks at relationships between personal and professional goals and their alignment with tenure expectations, early career faculty’s understanding of tenure expectations, and self-efficacy for meeting those expectations—all of which can be influenced positively or negatively through mentoring. Understanding these relationships can provide guidance for mentors and mentees in navigating the mentoring relationship and progress toward tenure. In this study, we use an exploratory sequential mixed methods design. The research will have an exploratory phase followed by two phases, one qualitative in nature and the next quantitative in nature. The first step of our research design consists of developing a conceptual framework, performing a synthesis of existing literature, and revising the conceptual framework based on the synthesis. We interviewed 14 pre-tenured faculty in Engineering and Engineering Education who are approaching consideration for tenure from academic institutions across the United States. The data are in the process of being coded by a team of graduate and undergraduate students using a priori coding developed from the conceptual framework. This research work highlights elements/structures for successful mentoring that promote the entrepreneurial mindset and how they relate to faculty productivity. The focus on the relationships between mentoring and faculty productivity is critical because productivity is a major consideration in tenure and promotion processes. Faculty productivity is inherently needed in faculty development. Faculty productivity also contributes to institutional success and the success of the field, regardless of whether faculty achieves tenure or stays at the institution. An overview of this work will be presented in a work in progress session or a poster.
Edalgo, S., & High, K. A., & Lichtenstein, G., & Lee, C. M., & Main, J. B. (2021, July), Exploring How Faculty Mentoring Influences Faculty Productivity Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37144
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