This study investigates the role of mentoring and social capital in managing gender diversity at the senior management levels of the National Health Service (NHS) in Scotland. Although the NHS employs a large number of females, they are not fairly represented at the senior managerial levels. The objectives of this research are: to explore whether there is a relationship between equal opportunities and managing diversity; to identify whether it is more difficult for females to progress to senior managerial levels compared to males; to investigate whether access to mentorship is likely to facilitate the career progression of females; and to analyse whether access to social capital is likely to assist the career progression of females. Hence this thesis is aimed to develop a framework for Human Resource Development (HRD) professionals to help to facilitate the career progression of women to senior managerial roles. The data for the study were collected from the senior level managers, who worked for one of the 14 NHS health boards in Scotland, namely, the NHS Tayside. Questionnaires and semi-structured interviews were the primary methods of data collection. Some documentary data on gender and ethnic diversity at the senior levels were also collected from the organisation. The questionnaires were sent out to 633 male and female senior managers, 242 complete responses were received. This gave a response rate of 38.23%. A total of 13 interviews were conducted, 10 of the interviewees were females and three were males. The areas that the research investigated were the relationship between equal opportunities and managing diversity, differences between male and female career progression, and the role of mentoring and social capital in female career progression to senior managerial positions. The analysis of the findings revealed that there is a positive relationship between equal opportunities and managing diversity. It confirmed that females find it more difficult to progress their careers to senior managerial levels compared to their male counterparts. Moreover, it established that there is a positive correlation between mentoring and female career progression. Similarly, a positive correlation is also found between access to social capital and female career progression. This thesis makes a number of contributions to theoretical and practical knowledge in the areas of Human Resource Management (HRM), Human Resource Development (HRD), Equal Opportunities (EO) and Managing Diversity (MD). To the best of the researcher’s knowledge no similar studies were conducted in the context of the NHS in Scotland. It contributes to the theory of diversity management by proving that there is a positive relationship between equal opportunities and managing diversity. It also offers original empirical evidence in support of the theories of human capital and social capital. It provides the Human Resource (HR) managers, practitioners, policy and decision makers, at an organisational level, a greater understanding of managing diversity in general and managing gender diversity in particular. This will help them to introduce and implement effective policies and initiatives to facilitate gender diversity at senior managerial levels.

Com a evolução da tecnologia a modalidade de Educação a Distância ganhou forças e provocou a necessidade de que o professor que trabalhe com esta modalidade, tenha competências diversificadas para atender diferentes estratégias. Este estudo tem como principal objetivo desenvolver um instrumento flexível, valido e confiável para avaliar as competências do tutor em Educação a Distância. Alguns autores propuseram modelos e instrumentos para avaliação das competências, porém ligado a uma só instituição ou focado em um só contexto. Em etapas, esta pesquisa se propõe a realizar uma revisão bibliográfica e investigar as competências citadas na literatura relacionadas à função docente de Tutoria e por meio de especialistas em EAD, elencarem as competências essenciais para sua realização e dividir em dimensões. A coleta de dados foi realizada nos cursos de Bacharelado em Administração e Logística e Licenciaturas de Computação, Geografia, História, Letras dos pólos de Batatais e Gestão em Tecnologia da Informação, Licenciatura em Geografia e Ciências Contábeis do Centro Universitário Claretiano de Batatais. O método \"Alfa de Cronbach\" foi indicado para análise da fidelidade das informações adquiridas. A análise dos dados mostrou que o instrumento pode ser flexível e evidencia informações precisas para apoiar a gestão do conhecimento no que se refere a formação e treinamento de tutores. / With technological developments and new demands from the information society, distance education has been increasing and intensifying the need for professors to work with this type of education and acquire diversified skills to work in this new scenario. This research has as main objective is to develop a flexible, reliable and valid instrument for evaluating the skills of the Tutor in Distance Education. There are a number of models and instruments for assessing these skills, but always focused on only a single institution or context. ln its different stages, this research will conduct a review of the literature of distance education experts about the skills needed to function in different dimensions of the Tutor. Data collection will take place in distance education courses in Graduate of Business Administration and Accounting, Logistics Management and Information Technology, Computer Science, Geography, History and Language offered by the Centro Universitário Claretiano de Batatais. Data analysis showed that the instrument can be flexible and accurate evidence to support the management of knowledge regarding the fonnation and training of tutors.

The Institute of Medicine Future of Nursing report recommended the development of more nurse leaders at every level and across all settings. The Accountable Care Act has led to a reformed healthcare system, placing a growing demand for nurse leaders. The doctoral prepared nurse must be able to fulfill leadership roles to educate future generations of nurses, translate research into practice, and influence organization-level research to meet federal performance indicators. Study Aim: To analyze the mentoring elements provided in the mentoring elements provided in the mentoring relationship of doctorate nurses and their correlation to leadership and political skill development. Methods: A population-based web-based retrospective cross-sectional design was used to measure the correlation between mentoring functions provided to guide leadership and political skill development in PhD and DNP prepared nurses (n=222) identified as Jonas Nurse Scholars. Results: A response rate of 52% (n=115) was attained; 86 (75%) were PhD and 29 (25%) were DNP prepared nurses. The respondents were predominately female (87%) with 21% in the 25-34 age range and 57% in the 35-44 age range and 70% were Caucasian and 29% were minority. Of the 115 respondents, 64% (n=74) had a mentor of which 62% (n=46) reported being in an informal mentoring relationship. This cadre of PhD and DNP prepared nurses were highly experienced with 49.6 % having > 16 years of experience and 67% working either full-time or part-time regardless of graduation status. The most frequent psychosocial mentoring functions were role modeling and learning facilitation. The most frequent career mentoring functions were coaching and advocacy closely followed by career development facilitation and strategies and systems advice. Leadership skill development was correlated with the coaching mentoring function (r=.30, p. < 0.05). Political skill development was correlated with the career development mentoring function (r=.34, p. < 0.005). PhD and DNP nurses were similar on the leadership scale with a mean score of 7.92 (scale range 1-10) and political skill scale with a mean score of 5.73 (scale range 1-7). Conclusion: Both PhD and DNP prepared nurses identified as Jonas Nurse Scholars possess leadership and political skill as measured by industry standard instruments. Mentoring is one strategy to support and further develop leadership and political skill in the doctoral prepared nurse.

The purpose of this study was to determine the modes of acquisition of Shanghai elementary mathematics teachers’ pedagogical content knowledge within their communities of practice. This study uses the qualitative multiple-case study with a survey research approach with two teachers in two public elementary schools, one each from an urban and a suburban district of Shanghai. In total, forty-four teachers, four teaching research coordinators in the two districts and city, one university professor, and four school administrators were involved in the study. The study shows that Shanghai elementary mathematics teachers acquire and develop their pedagogical content knowledge through positive mentorship; active participation in Teaching Research Group activities in the schools, districts, and city; and informal and formal communications with their colleagues in their school communities. The teaching research coordinators help teachers to better understand the elementary mathematics curriculum, topics, and teaching materials, and students’ learning of mathematics. School policies encourage, support, and ensure that teachers’ professional learning and development occur through their participation within teacher-supported communities of practice. This study has implications for the teachers’ communities of practice, in that policy makers and school administrators should enable teachers to share their teaching practices to improve their mathematics pedagogical content knowledge, and therefore improve students’ learning of mathematics.

Two experiments were conducted to test the effectiveness of a peer-monitoring procedure on the induction of observational learning and observational performance of preschoolers via a combined experimental-control group design with a “nested” multiple probe across participants design (Greer & Du, 2015; Greer, Stolfi, & Pistoljevic, 2007). Six participants in Experiment 1 were split into matched pairs; one participant in each pair was assigned to the in-vivo condition, and one assigned to the video condition. All were assessed on their correct responding to in-vivo observational learning and performance probes prior to and following the peer-monitoring intervention. The peer-monitoring intervention consisted of two stages; the first was a training stage, in which participants monitored responses of peer confederates that were previously in their repertoire, and the second stage required participants to monitor responses not in their repertoire. The results of Experiment 1 showed that five of the six participants demonstrated that they had observational performance following the intervention. However, the emergence of the observational learning capability was only found with participants originally assigned to the in-vivo intervention condition. Upon completing the intervention again, but in the in-vivo condition, all participants originally assigned to the video intervention condition did demonstrate observational learning. In Experiment 2, the same procedures were implemented, however the observational performance and learning pre-and post-intervention probes were conducted in both the video and in-vivo conditions. In addition, I also tested the effects of the peer-monitoring procedure on the emission of social contact in a free play setting between experimental conditions. The findings remained constant in Experiment 2; the video condition was not effective in inducing observational learning, but was for observational performance. Therefore, the peer-monitoring intervention led to the emergence of observational performance, but the presence of a peer audience was required in order for observational learning to emerge. Furthermore, participants originally assigned to the in-vivo condition emitted higher numbers of social contact in a free play setting than the participants originally assigned video condition.

Because of the potential age-related mass departure of seasoned educators in respiratory care programs, higher education institutions should develop strategies for attracting practitioners who hold or are pursuing graduate degrees to transition to academia. The purpose of this study was to identify current mentoring practices of new faculty members in Commission on Accreditation for Respiratory Care (CoARC) accredited respiratory care programs in the U.S. and to identify the perceptions of program directors regarding the observed impact of program mentoring practices. The methodology for the study was quantitative nonexperimental survey research. The survey instrument was an electronic questionnaire. The survey consisted of 25 items that were divided into 3 dimensions: mentoring practices, mentor/mentee relationship, and perceptions of mentoring program impact. Of the 410 possible participants, 126 (30%) responded to the survey. Data from the survey were used to analyze 12 research questions and 12 null hypotheses. Six research questions were analyzed using an independent-samples t test and 6 research questions were analyzed using a one-way analysis of variance. Testing of the null hypotheses associated with the 12 research questions resulted in 3 significant findings and 9 findings that were not significant. Significant findings included female program directors reported greater opportunities for mentoring within their programs and greater levels of expectations in regard to mentoring. Associate degree programs also reported a higher level of expectation in regard to mentoring. There was overwhelming agreement concerning the potential impact and benefit of new faculty mentoring on job performance, turnover, job satisfaction, and organizational commitment. The results of this study may benefit administrators and educators in the field of respiratory care in efforts to support new faculty in higher education who may feel underprepared or overwhelmed in the new role. Because other allied health fields of study are similar in nature to respiratory care, the findings of the study could have potential implications across a range of health related professions.

Objective. To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring. Methods. Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their perceptions about themselves as mentors and their confidence in mentoring. Results. Although there were no significant differences among the mentees’ perceptions of research or the mentors’ confidence in mentoring, qualitative analysis indicated that the mentees’ perceptions of research improved and that the mentors believed their mentoring skills improved. Conclusions. Based on the results of the qualitative analysis, implementing a graduate student mentoring program may help improve students’ perceptions of research and graduate students’ confidence in mentoring, which could increase student interest in postgraduate education and prepare mentors for future leadership roles.

abstract: The purpose of this study was to research the effects of a student-staff mentoring relationship on high school students’ locus of control, life/school satisfaction and ultimately their academics as determined by their grades. Participants consisted of a small cohort of 10th grade high school students at a public charter, college preparatory high school in inner city Phoenix, Arizona. Frederickson’s broaden-and-build theory of positive emotions and Bandura’s social cognitive theory provide the models of behavior to improve school satisfaction, motivation and overall well being. A mixed method, action research design was used to study how a 9-week mentoring program facilitated by the dean of students impacted the students’ locus of control, satisfaction, and academic achievement. Participants completed pre and post test measures using a modified Trice College Success Survey that measured external-internal locus of control and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) used to measure life satisfaction and sub-constructs of satisfaction including family, friends, school, living environment and self. Post intervention a smaller sample of students were interviewed, field notes were also compiled and analyzed using a social constructionist point of view to gather insight on how students create their own knowledge and how that connects to their behaviors and attitudes that affect their success. Among the key findings was that students indicated a preference for the type of individualized attention that the mentoring program introduced to support them academically. Quantitative analyses of the survey data did not indicate a significant shift from external to internal locus of control or an improvement in life or school satisfaction, however further research should be conducted to implement a longer intervention period with similar intervention components. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2019

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