This study, which focuses on the experiences of Native women attending a tribal college of the Northern Cheyenne Nation, responds to the call by Baird-Olson and Ward (2000) and Almeida (1997) for research that allows Native women, or the "hidden half," to tell their stories. Scant research has examined the value of tribal schools for Native American women and the experiences they have had in relation to their reservation and college lives. Providing narratives of women's experiences can illuminate how higher education in tribal college settings holds multiple values for Native women students as it acts as a refuge and a bridge to future opportunities. Specifically, Native students, particularly women, feel empowered as they are exposed to new opportunities and have valuable mentorship experiences. To better capture Native women's experiences in higher education, I use information from both participant observation in the tribal college setting and in-depth, one on one interviews. This study holds relevance for other minority groups as well, as there are many values of education beyond simply earning a degree. In this study, Native women recount their personal stories of life on the reservation, the value of mentorship and education, and their ideas of success, inspired by their love for their community. It further highlights the value of simply listening to the stories of women who are resilient despite the odds they face. Allowing their voices to be heard and their personal histories to be told is an integral part of understanding their story.

Professional counseling associations and ethical accrediting bodies mandate that counseling programs, counselor educators, and leaders in the counseling field uphold a commitment to the recruitment, employment, and retention of ethnically and culturally diverse faculty. Despite written standards and growth in the profession, faculty of color in counselor education programs continue to be significantly underrepresented at the assistant professor, associate professor, and full professor ranks. Additionally, the overall percentage of faculty of color decreases as academic rank increases, which suggests issues related to retention and promotion. Mentorship has been recommended as an important and necessary strategy to retain and promote historically marginalized people. However, little is known about how mentoring is used as a retention strategy for faculty of color in counselor education. The purpose of this phenomenological study was to examine the perspectives of faculty of color in counselor education programs accredited by CACREP, and their perception of mentorship, retention, and promotion. The primary researcher utilized a social constructivism paradigm, transcendental phenomenological approach, and responsive interviewing approach to semi-structured interviews. Fifteen participants employed at CACREP-accredited universities across the U.S. participated in this study. Four major themes were identified: perception of cultural climate, structural elements of mentorship, perceptions of mentorship experiences, and protective strategies to navigating academe. Implications for counselor education programs and future mentorship models along with recommendations for future research are provided.

Ett livslångt lärande innebär att vi aldrig slutar lära oss, oavsett var i livet vi befinner oss. Därmed är det viktigt att organisationer kartlägger deras kompetens och behov i tid, för att minska risken att förlora kompetens när det är dags för medarbetare att gå i pension. Detta uppsatsarbete är grundat i en kvalitativ intervjustudie om hur kompetensöverföring vid pensionsavgångar upplevs, både av chefer och personer som nyligen gått i pension. Studiens syfte har varit att undersöka upplevelser av organisationers strategiska arbete med kompetensöverföring vid pensionsavgångar, med fokus på chefer och nyblivna pensionärer. Studien har utgått från följande frågeställningar: 1. Hur upplever chefer att de arbetar strategiskt med kompetensöverföring vid pensionsavgångar? 2. Hur upplever nyblivna pensionärer att deras organisationer arbetade för att säkerställa att deras kompetens inte gick förlorad vid pensionsavgången? För att undersöka detta har åtta informanter intervjuats, fyra chefer som arbetat med kompetensöverföring vid pensionsavgångar och fyra personer som nyligen (definierat som max tre år sedan) gått i pension. Informanterna valdes ut utifrån ett bekvämlighets- och strategiskt urval. Intervjuerna spelades in och transkriberades för att sedan analyseras utifrån en tematisk innehållsanalys. Ur denna analys utvanns fyra tematiseringar; mentorskap, vikten av långsiktigt arbete, betydelsen av att visa uppskattning samt fortsatt arbete efter pensionen. För att kunna genomföra en nyanserad och välgrundad analys har resultaten kopplats till teorierna kompetensöverföring, situerat lärande, socialt lärande och transformativt lärande. Resultaten av studien visade att många organisationer inte upplevs arbeta strategiskt och långsiktigt med kompetensöverföring vid pensionsavgångar, men att det är något som ur ett arbetstagarperspektiv vore önskvärt. Studien visade även på att en betydelsefull del är hur organisationer arbetar gentemot sina medarbetare för att främja en god känsla när de ska lämna organisationen. Slutsatsen blev att det kan finnas en vinst i att arbeta mer med denna fråga, ur både ett arbetsgivar- och arbetstagarperspektiv, men att det även är viktigt att poängtera att förlorad kompetens inte alltid måste vara negativt för organisationer. / A lifelong learning means that we never stop learning new things, no matter where in life we are. That is why it is important for organizations to map their competence and needs early on, to minimize the risk of losing competence when it is time for their staff to retire. This assignment is based on a qualitative interview study on how knowledge transfer during retirements is experienced, both by managers and people who have recently retired. The purpose of the study has been to examine the experiences of organizations' strategic work with knowledge transfer during retirements, with a special focus on managers and new retirees. The study has been based on the following questions: 1. How do managers feel that they work strategically with knowledge transfer during retirements? 2. How do new retirees feel that their organizations worked to ensure that their knowledge did not go to waste during the retirement? To examine this we interviewed eight informants, four managers who have worked with knowledge transfer during retirements and four persons who recently (in our definition a maximum of three years ago) retired. The informants were chosen from a convenience- and strategic selection. The interviews were recorded and transcribed to later on be analyzed based on a thematic content analysis. From this analysis we got four themes; mentorship, the importance of long-term work, the importance of showing gratitude and continued work after retirement. In order to carry out a nuanced and well-founded analysis, the results have been linked to the theories of knowledge transfer, situated learning, social learning and transformative learning. The results of the study showed that many organizations are not perceived to work strategically and long-term with knowledge transfer during retirements, but that it is something that would be desirable from an employee perspective. The study also shows that a meaningful part is how organizations try to foster a good feeling when their employees leave the organization. The conclusion was that there may be a profit in working more with this issue, both from an employer- and employee perspective, but that it is also important to state the fact that losing knowledge does not always have to be negative for organizations.

The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. This basic qualitative study with elements of phenomenological design included a semi-structured focus group protocol in which 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role and many have considered leaving the profession prematurely. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for classroom management, working with parents, and managing the many responsibilities of a teacher, resulting in high levels of stress among provisionally licensed teachers. Data demonstrate that increased financial support for required coursework, a reduction in workload, mentoring programs, and more hands-on training will support ATCP teacher retention. Implications of this study's findings indicate that school, district, and state school leaders can positively impact ATCP teacher retention by implementing specific professional development programs, providing coaching and mentoring, and by adjusting ATCP training to better prepare their graduates for teaching in the areas of managing student behavior and working with parents. / Doctor of Education / The purpose of this qualitative study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. In this study, 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles, as well as school counselors, foreign language teachers, career and technical education, and business teachers. Findings from this study indicate that teachers who complete alternative teacher certification programs (ATCPs) perceive that they are unprepared when they begin teaching as a result of their training and many consider leaving the profession prematurely. Provisionally licensed teachers perceive they lack adequate training in areas including classroom management, academic instruction, and working with parents, resulting in high levels of stress and feeling overwhelmed. Findings from this study indicate that school, division, and state level educational leaders can provide coaching, mentoring, and professional development opportunities for ATCP teachers that will promote their retention. This study provides a lens through which to examine the experiences of ATCP teachers and understand their perceptions of their unique training and experiences so that they can be better prepared and supported by school leaders in order to remain in the profession. This study also recognizes the resiliency of ATCP teachers who overcome unique challenges in order to remain in their teaching role and positively impact student achievement.

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Whether leadership can be taught is a decades-long debate. The purpose of this descriptive quantitative research study was to better understand how leadership is taught and learned. One- hundred-and-thirty-two K-12, college, or university faculty, staff, or administrators responded to a survey questionnaire on leadership. The majority (74.54%) of participants who were leaders reported that they felt prepared for leadership positions. The majority (86.36%) of participants reported that leadership can be taught, with only 3.79% indicating that leadership is not a teachable skill. Abilities to create positive work environments, communicate to constituent groups, lead change, and supervise personnel were the top-ranked leadership competencies. Dealing with personnel matters; navigating institutional, local, and state politics; and managing complex budgets were listed as the top challenges leaders face. Participants reported that leadership can be learned through formal education, mentorship, and leadership experience. Participants emphasized the importance of human relations and communication skills for leaders.

Whether leadership can be taught is a decades-long debate. The purpose of this descriptive quantitative research study was to better understand how leadership is taught and learned. Onehundred-and-thirty-two K-12, college, or university faculty, staff, or administrators responded to a survey questionnaire on leadership. The majority (74.54%) of participants who were leaders reported that they felt prepared for leadership positions. The majority (86.36%) of participants reported that leadership can be taught, with only 3.79% indicating that leadership is not a teachable skill. Abilities to create positive work environments, communicate to constituent groups, lead change, and supervise personnel were the top-ranked leadership competencies. Dealing with personnel matters; navigating institutional, local, and state politics; and managing complex budgets were listed as the top challenges leaders face. Participants reported that leadership can be learned through formal education, mentorship, and leadership experience. Participants emphasized the importance of human relations and communication skills for leaders.

To harness the knowledge, skill and ability of the workforce demands that companies are intentional about human resource practices and processes, not only to retain workers but also equip them to maximise employee output. Critical among these practices is Onboarding. This research investigates how knowledge is transferred during onboarding in organisations in the post covid era, focusing on organisations that heavily rely on employee knowledge to gain a competitive advantage. For such organisations, business success depends on the unique knowledge and skill sets of their employees. The study employs a qualitative research strategy with a case study method to enable an in-depth examination of the subject in an organisation. Data were collected through semi-structured interviews with a purposive sampling of employees, managers, and HR professionals, as well as through organisational materials. The interviews were conducted remotely via Microsoft Teams, with measures taken to ensure data quality and adhere to ethical principles, including participant anonymity and consent. The findings highlight the need to reorganize company induction manuals, standardize procedures for role-specific onboarding, and establish mentorship programs to improve knowledge transfer during onboarding after covid. These changes can enhance organisational knowledge transfer processes, leading to more effective operations and improved onboarding experiences for new employees in the post-Covid era.

Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. Within these mentoring relationships an environment is created to where students feel comfortable to discuss their various personal concerns that impact their matriculation through their undergraduate experience in a variety of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree at Virginia Tech. The foundation of the study was based on Bean and Eaton's Psychological Model of Retention and Rodgers and Summers' Revised model of retention for African American students at PWIs. Findings from this study were articulated by students conceptualization of mentors as a supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university's bureaucratic structure has an impact on their experience as African American students. / Master of Science in Life Sciences / Mentorship has a significant impact on the personal, academic and professional development of student during their undergraduate experiences at four-year institutions, having a large impact on their personal identity as well as how they view themselves within their particular field of study. Within these mentor and mentee relationship an environment is created where both parties develop rapport and understanding among each in order to be able to discuss concerns and interest that they may have that have an impact on their entire undergraduate experience in a number of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree. The foundation of the study was based on two student development psychological models. Findings from this study were articulated by students conceptualization of mentors as supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university’s bureaucratic structure has a impact on their experience as African American students.