Low levels of entrepreneurial activity and success have led to calls for mentorship as a support mechanism to increase the success rate of entrepreneurial ventures in the economic landscape of South Africa. This study aimed to explore the perceptions of entrepreneurs regarding mentorship and to ascertain whether the entrepreneurs perceived mentoring to be a valuable support mechanism in growing their business. The impact of gender on the perception formation was analysed as well as the necessary attributes that ensures an effective relationship. A two phased qualitative case study approach was utilised with unstructured mentor interviews and in depth entrepreneur interviews. The research established that mentorship was mutually beneficial to both the mentors and entrepreneurs. The latter experienced immense personal benefits on a business and emotional level whereas the impact on business growth was identified as being an increase in revenue. Women were found to be more positive about mentoring than their male counterparts. Previous entrepreneurial experience, trust and empathy were stipulated as vital factors in the establishment of a successful relationship. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

There are numerous factors that influence a nurse manager's job satisfaction and intention to remain in a job. The purpose of this project was to evaluate whether a formal mentorship program for nurse managers impacted job satisfaction and intention to remain in a job. A pilot program was developed and 15 nurse managers from 2 hospitals in the Pacific Northwest participated in a 6-month mentorship program. The program was guided by mentorship enactment theory and Kouzes and Posner's exemplary leadership framework. Using the Leadership Profile Inventory (LPI) and the Nurse Manager Practice Environment Scale (NMPES), job satisfaction, intention to stay in a job, and transformational leadership behaviors were measured before and after the program. Results were analyzed using a paired samples t test. There were statistically significant differences between the preprogram LPI scores (M= 212.27, SD=37.8) and postprogram scores (M=232.47, SD= 25.28); t (14) = -2.83, p =.013. There were also statistically significant differences between the preprogram NMPES Subscale 3: Culture of Generativity (M= 23.20, SD= 4.65) and postprogram scores (M= 26.20, SD= 4.74); t (14) = -2.40, p=.032. The results demonstrated a significant increase in job satisfaction, intention to stay, and transformational leadership behaviors. Implementation of this pilot program supported positive social change through reduced nurse manager turnover, resulting in a reduction of healthcare spending on replacement costs in addition to improved patient outcomes.

No description available.

Peer mentoring is the exchange of skills or knowledge from a more experienced individual to a novice in the same field. Due to the constraints placed on nursing education, many students struggle to complete the nursing curriculum. This leads to high attrition rates within colleges of nursing. Without maximizing graduate rates, the current nursing shortage is exacerbated. This integrated literature review examines the impact of more experienced nursing students mentoring their junior peers. With implementation of peer mentoring attrition rates were reduced. Additionally, the research showed that mentees experienced an enhanced feeling of support and were able to learn more efficiently. Mentors benefited from the arrangement with enhanced leadership and teaching abilities. Instructors of nursing programs also benefited from the arrangement by having decreased demand for review sessions, which could be taken over by the mentors, and could focus on enhancing their lessons or other educational obligations.

No / Nurses who develop high level critical thinking skills, such as those required for mentorship have become a human commodity. In light of this phenomenon this paper will critically investigate whether such skills have the capacity to create purposeful opportunities for learning, whilst improving career prospects and ultimately enhancing patient care.

The purpose of the study was to identify the components of an effective workplace mentorship. Twenty-five panelists participated in a three-round Delphi study to reach a consensus on these components. The panelists were (1) local school-site teachers and school-to-work coordinators, (2) community college school-to-work coordinators, (3) directors of tech-prep consortia, and representatives from (4) business and industry, (5) labor and management, (6) corporate rsearch, and (7) federal government. A two-round pilot study was conducted to test the initial open-ended questions for round 1 and to test the survey instrument developed for round 2. Feedback from the pilot study was used to develop the open-ended questionnaire instrument in round 1 and the Likert scale used in round 2 of the study. Criteria of an effective workplace mentorship were retained in both rounds 2 and 3 if 80% of the respondents rated them "important" or "very important." The study produced 93 criteria in five categories necessary for an effective workplace mentorship. The five categories were: (1) program structure; (2) recruitment, selection, and placement; (3) support activities; (4) program outcomes and evaluation; and (5) ethics. A sixth category, barriers and obstacles to an effective workplace mentorship, was included in the survey and contained four responses. These four responses were summarized along with the 93 criteria of an effective workplace mentorship. A checklist of criteria is included for the assessment of existing programs or to aid those implementing new programs. / Ed. D.

This study utilized a nationwide survey of collegiate female athletic directors in the three NCAA divisions to ask about their perceptions about organizational barriers, pathways, and mentorship. The following research questions guided the thesis, with a feminist Standpoint Theory focus: (1) What are some of the organizational barriers that keep women from becoming ADs? (2)What are some of the pathways that women take to become an AD? (3)What are the roles of mentoring in advancing through collegiate athletic administration? The 93 respondents provided responses suggesting that women seeking leadership positions are still outsiders within athletic administrations. They still have to push through the glass ceiling and maneuver through the old boys' club in order to have success. Women are the outsiders within the athletic director role and are working together through mentoring to gain access to the position. / Master of Arts

The objective of this study was to describe the perceptions of the support and professional development activities for and needed by novice school administrators (NSAs) in southwestern Virginia. A qualitative methods research design was used to collect and examine data. The researcher interviewed 22 NSAs from 11 different public school divisions in the Virginia Department of Education's (VDOE's) Regions 6 and 7 in southwestern Virginia. An interview protocol consisting of 15 questions was used to collect data on the perceptions of the NSAs. From the research collected, a list detailing the support and professional development (PD) activities for NSAs in southwestern Virginia was created. The support and PD activities were grouped into the categories of (a) support and PD activities provided for NSAs, (b) effective support and PD activities provided for NSAs, (c) support and PD areas of need for NSAs, (d) support and PD activities that the NSAs provided for themselves, (e) factors limiting the support and PD of NSAs. The data collected from this study were strategically placed into a design of seven NSA support and PD areas that school divisions could utilize to create a program, or further develop a program for NSAs. Those areas correlated with the study's primary research question and the five primary sub-questions of the study. / Doctor of Education / The purpose of this study was to describe the perceptions of the support and professional development (PD) activities for and needed by novice school administrators (NSAs) in southwestern Virginia. Twenty-two NSAs from 11 different public school divisions in southwestern Virginia were interviewed for the study. From the research collected, a list detailing the support and PD activities for NSAs in southwestern Virginia was created. The support and PD activities were grouped into the categories of effectiveness, and factors that limited the support and PD of NSAs. The data collected from this study were strategically placed into a design of seven NSA support and PD areas that school divisions could utilize to either create a program, or further develop a program for NSAs.

<p>The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed?</p><p>By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not.</p><p>Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this.</p><p>To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors.</p> / <p>Syftet med denna studie är att undersöka vilka bilder av den akademiska världen som presentera, införlivas och reproduceras inom ramen för handledarskapet på grundnivån. Kan denna bild härledas till synen på vetenskap som ett traditionellt manligt område? Är handledningen könad? Kan handledningen på grundkursnivån betraktas som en milstolpe för början av en akademisk karriär där kvinnor och män har olika möjligheter att lyckas?</p><p>Genom att intervjua 7 handledare på en samhällsvetenskaplig institution på ett större svenskt universitet har jag kunnat dra slutsatsen att kunskapen är manligt kodad och att detta påverkar handledarnas föreställningar om vad kvinnliga och manliga studenter kan göra. Den manliga studenten representerar forskaren, medan kvinnan betraktas som forskarens motsats.</p><p>Genom att använda mig av bland annat Kerstin Norlanders, Dorothy Smiths och Eva Ersons teorier har jag kommit att betrakta universitet som en patriarkal organisation som producerar kunskap baserad på manliga värden, erfarenheter och förställningar. Detta gör att den kvinnliga studenten och forskaren inte kan relatera till den kunskap hon förväntas tillgodogöra sig. Då handledarrelation är en spegling av det hierarkiska universitet återfinns dessa drag även i denna. Detta påverkar den kvinnliga studenten negativt.</p><p>Att som handledare börja reflektera kring sina egna erfarenheter och förväntningar på studenter utifrån kön är att ta ett steg emot ett mer jämlikt handledarskap. Förutom detta behövs ett tydligt genusperspektiv i undervisningen från grundnivå till forskarutbildningen. Ett jämt antal kvinnliga och manliga handledare är också av stor vikt.</p>

The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed? By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not. Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this. To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors. / Syftet med denna studie är att undersöka vilka bilder av den akademiska världen som presentera, införlivas och reproduceras inom ramen för handledarskapet på grundnivån. Kan denna bild härledas till synen på vetenskap som ett traditionellt manligt område? Är handledningen könad? Kan handledningen på grundkursnivån betraktas som en milstolpe för början av en akademisk karriär där kvinnor och män har olika möjligheter att lyckas? Genom att intervjua 7 handledare på en samhällsvetenskaplig institution på ett större svenskt universitet har jag kunnat dra slutsatsen att kunskapen är manligt kodad och att detta påverkar handledarnas föreställningar om vad kvinnliga och manliga studenter kan göra. Den manliga studenten representerar forskaren, medan kvinnan betraktas som forskarens motsats. Genom att använda mig av bland annat Kerstin Norlanders, Dorothy Smiths och Eva Ersons teorier har jag kommit att betrakta universitet som en patriarkal organisation som producerar kunskap baserad på manliga värden, erfarenheter och förställningar. Detta gör att den kvinnliga studenten och forskaren inte kan relatera till den kunskap hon förväntas tillgodogöra sig. Då handledarrelation är en spegling av det hierarkiska universitet återfinns dessa drag även i denna. Detta påverkar den kvinnliga studenten negativt. Att som handledare börja reflektera kring sina egna erfarenheter och förväntningar på studenter utifrån kön är att ta ett steg emot ett mer jämlikt handledarskap. Förutom detta behövs ett tydligt genusperspektiv i undervisningen från grundnivå till forskarutbildningen. Ett jämt antal kvinnliga och manliga handledare är också av stor vikt.