Published Article / In academia, evidence of scholarship, e.g. published articles, is required for career progression. A consensus-seeking design was used to identify ways in which nurse academics in sub-Saharan Africa could be mentored to increase their publications. Convenient sampling was done and data were gathered through two nominal groups. Only 9 of the 24 participants who had at least a master's degree have had an article published. Nurses in sub-Saharan Africa who acquire master's and doctoral degrees should be mentored to get their findings published in journals. Developmental network mentoring appeared to be more appropriate for mentoring nurse academia over geographical distances than individual dyad mentoring relationships.

Traditional mentor relationships were examined from the perspective of those who work in the creative arts, with a view to establishing the meaning of the relationship and its relevance to human development, psychological well-being, and self-actualisation. The study aimed to examine whether initial research findings in the area of traditional mentoring were transferable (Bennetts, 1994), and sought to produce insight into the metaphysics of the relationship. The term 'mentor' is an honorary title bestowed by a learner. Such relationships form naturally, have a defined pattern and conditions, and promote personal development for both mentor and learner. Thirty five individuals drawn from a variety of creative arts fields were interviewed using a qualitative hermeneutical and heuristic approach. Peak experience and performance are discussed and examined, together with creativity, mental health, and relationship issues. A practical and theoretical interpersonal course for adult learners and derived from initial mentor research, is described and evaluated. Continuing mentor relationships are learner-centred, and are based on trust, respect, and a component encompassing many types of love. If the power within a mentor alliance is abused by the mentor, the mentoring aspect of the relationship ends, although any prior relationship may still continue. Mentor relationships exhibit Rogers' core conditions for learning, and Rogers' conditions for creativity, and this finding both supports and enhances Bennetts' 1994 study. Mentors were shown to promote psychological well-being in childhood, adolescence and adulthood, and also support the self-image, self-esteem and self-worth of the artist. The mentor relationship is described as an art-form, as the mentor utilises an aesthetic communication approach to the artist and the artist's work. Such a description enables the metaphysics of the traditional mentor relationship to be understood in depth. The traditional mentor alliance is viewed as a valid and vital relationship for continuing education and learning.

The rising numbers of young drug abusers in Hong Kong have attracted much concern by the government. Unfortunately, there are few established studies that have been conducted to evaluate the effectiveness of the existing rehabilitation and treatment programs. The dearth of research in this area can compromise the potential for the improvement of current services and hinder the development of new intervention strategies. The present study aimed to help filling in this gap in the literature through the evaluation of Christian Zheng Sheng College, a school-based rehabilitation program. Across a year of observation, we documented the students’ improvements on a range of outcomes (i.e. self-efficacy, school engagement, civic responsibility, perceived social support and religious coping). We also examined whether the perceived quality of natural mentoring relationships established within Zheng Sheng were related to these changes. Across the four waves, the overall population displayed significant linear growths in all measured outcomes apart from civic responsibility and perceived social support. Results also revealed that the perceived closeness with an identified mentor in Zheng Sheng accounted for differential impact toward youth’s self-efficacy, civic responsibility and perceived social support. Implications of the findings were discussed in particular reference to other drug rehabilitation programs in Hong Kong. / published_or_final_version / Clinical Psychology / Master / Master of Social Sciences

This study was conducted as part of the Scottish Teachers for a New Era project. It sets out to explore the perception of teachers and student teachers about mentoring in the classroom and the extent to which the mentoring relationships are collaborative. Literature review was done systematically to explore the state of research in mentoring as related to initial teacher education. Consequently, mentoring is described as a collaborative endeavour aimed at professional development of both supporter teachers and student teachers in the study. With the conception of mentoring as a collaborative endeavour between teachers and student teachers in the study, a critical constructivist theory was considered suitable to achieve the goals of collaborative mentoring in this study. A mixed methods approach involving quantitative and qualitative strategies was employed to collect and analyse data for the study. Questionnaires as quantitative instruments were used to collect data about mentoring experiences from B.Ed. 3 and B.Ed. 4 student teachers (n= 130) and their supporter teachers (n=145). Interviews and case studies were the main qualitative instruments used to understand and complement the quantitative results in this study. Interviews were conducted with the same cohorts of student teachers (n=7), their supporter teachers (n=6) and university tutors (n=6) involved in students’ placement supervision while case studies were conducted in 4 schools. Findings point to a range of mentoring situations, from apprenticeship to constructivist strands and that expectations of mentoring are also influenced by the apprenticeship and constructivist theories. From the data, it also became clear that the mentoring relationships enacted in this study are not entirely collaborative. Some of the challenges to collaborative mentoring include time, differences in teachers’ and tutors’ values, personality clashes inflexibility and difficulty with stepping back. However, the findings indicate that the challenges to collaborative mentoring are not insurmountable. Co-planning of lesson-ahead, active learning, better communication and reciprocal arrangements between university and schools and national policy among others, can facilitate the enactment of collaborative mentoring relationships in the classroom. Based on the findings, some implications for mentoring practice in the initial teacher education context are highlighted. For example, supporter teachers need to see mentoring as a process through which mutual learning can take place between them and student teachers for improvement in the professional practice. Also, student teachers need to be well-disposed to learning and internalising ideas from others either through feedback, co-planning or collaborative teaching with supporter teachers in the classroom. Key words: Collaborative mentoring, critical constructivism, mixed methods approach, supporter teachers and student teachers.

This study examines junior officers at the United States Naval Academy, and their commitment to mentor midshipmen. Survey data are reported from 148 Navy Lieutenants and Lieutenant Commanders and Marine Corps Captains and Majors, stationed on the Naval Academy yard. The purpose of this study was to better understand the mentoring experiences, dispositions, and motivations among junior officers at the Naval Academy and identify how previous mentorship experience, prosocial behaviors, and personal (versus instrumental) motives relate to junior officer willingness to mentor Naval Academy midshipmen. The study concludes that helping others and benefiting the organization appear to be the distinguishing sources of motivation for junior officers who choose to mentor. Additionally, it finds that a junior officer's willingness to mentor and their levels of other-oriented empathy are associated with whether or not they chose to mentor. Lastly, this study reports that junior officers who were familiar with mentorship, and had previously been mentored in the fleet chose to mentor midshipmen at a much higher rate than their peers who were never proteÌ geÌ s to a mentor.

As a powerful form of knowledge creation, mentoring can deliver new ideas to organisations. Theorists and practitioners alike advocate that engaging in effective mentoring relationships can be very useful to an individual’s personal and professional development. However, very little empirical work has been carried out on the impact of mentoring relationships on knowledge creation and sharing. Through the development of a conceptual model of mentoring from a knowledge-based perspective (Figure 2.1), which is based on Nonaka and Takeuchi's (1995) theoretical SECI (socialisation, externalisation, combination and integration) process, this research focuses in particular on the socialisation dimension – the face-to-face sharing of knowledge between mentors and mentees. Using a qualitative, mixed-methods approach involving a single case study, a focus group and 27 semi-structured, one-to- one interviews, my research is framed on the three elements of the knowledge-creation process:1.The context: the space where mentoring takes place2.The process: the matching and knowledge-conversion process within the mentoring relationship3.The outcomes: intrinsic and extrinsic outcomes experienced by those involved in mentoring partnershipsThe research findings present a new, knowledge-based perspective of formal staff mentoring in higher education and, in so doing, contribute to narrowing the identified gaps in the literature. The research concludes that formal mentoring provides a ‘safe socialisation space’ for the spiral of knowledge creation and transfer to flourish through sharing and transferring existing knowledge. In particular, the findings show that the transfer of tacit knowledge, specifically institutional tacit knowledge, from the more experienced mentor to the mentee results in the creation of new knowledge and key intrinsic and extrinsic outcomes for the mentee, mentor and institution.

Liu Dong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 90-100). / Abstracts and questionnaires in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / 中文摘要 --- p.v / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Theoretical Background of This Study --- p.1 / Chapter 1.2 --- Research Questions (RQ) --- p.3 / Chapter 1.3 --- Structure of the Thesis --- p.4 / Chapter CHAPTER 2: --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Cognitive Evaluation Theory --- p.7 / Chapter 2.2 --- Organismic Integration Theory --- p.8 / Chapter 2.3 --- Causality Orientation Theory --- p.12 / Chapter 2.4 --- Basic Needs Theory --- p.14 / Chapter 2.5 --- Summary of SDT´ةs Sub-theories and Overall Structure --- p.16 / Chapter 2.6 --- Applying SDT in Organizational Research --- p.19 / Chapter CHAPTER 3: --- LINKING SDT TO MENTORING RESEARCH --- p.22 / Chapter 3.1 --- Previous Studies Regarding Motivation and Mentoring --- p.22 / Chapter 3.2 --- Development of Hypotheses --- p.25 / Chapter 3.2.1 --- "Autonomy Support, Autonomy Orientation, and Proteges' Personal Learning (Hypotheses 1, 2, and 3)" --- p.25 / Chapter 3.2.2 --- Comparing the Effects of Autonomy Support and Autonomy Orientation on Proteges' Personal Learning (Hypothesis 4) --- p.31 / Chapter 3.2.3 --- Moderating Effects of Autonomy Support of Team climate (Hypotheses 5a & 5b) --- p.33 / Chapter 3.2.4 --- Proteges' Personal Learning and Organizational Citizenship Behavior (OCB) (Hypothesis 6) --- p.35 / Chapter 3.2.5 --- Proteges' Personal Learning and Job Involvement (Hypothesis 7) --- p.37 / Chapter 3.2.6 --- Proteges' Personal Learning as a Mediating Variable (Hypotheses 8a & 8b) --- p.39 / Chapter CHAPTER 4: --- METHODS --- p.47 / Chapter 4.1 --- Procedure and Respondents --- p.47 / Chapter 4.2 --- Measures --- p.49 / Chapter 4.3 --- Analytic Techniques --- p.53 / Chapter CHAPTER 5: --- RESULTS --- p.58 / Chapter 5.1 --- CFA Analyses --- p.58 / Chapter 5.2 --- Aggregation Analyses of Autonomy Support of Team climate --- p.59 / Chapter 5.3 --- Hypothesis Testing: Hierarchical Linear Modelling Analyses --- p.60 / Chapter 5.3.1 --- "Testing the Main Effects of Autonomy Support and Autonomy Orientation (Hypotheses 1, 2，& 3)" --- p.62 / Chapter 5.3.2 --- Comparing the Predictive Power of the Three Motivational Factors (Hypothesis 4). --- p.65 / Chapter 5.3.3 --- Testing the Moderating Effects of Team climate (Hypotheses 5a & 5b) --- p.66 / Chapter 5.3.4 --- "Testing the Main and Mediating Effects of Proteges' Personal Learning (Hypotheses 6, 7，8a, & 8b)" --- p.69 / Chapter CHAPTER 6: --- DISCUSSION AND CONCLUSION --- p.75 / Chapter 6.1 --- Discussion on findings --- p.75 / Chapter 6.1.1 --- The Motivational Determinants of Proteges' Personal Learning --- p.76 / Chapter 6.1.2 --- The Predicting and Mediating Roles of Proteges' Personal Learning --- p.79 / Chapter 6.2 --- Implications --- p.81 / Chapter 6.3 --- Limitations and Directions for Future Research --- p.84 / Chapter 6.4 --- Conclusion --- p.89 / REFERENCE --- p.90 / APPENDIX: SURVEY INSTRUMENTS --- p.101

Lam Kit-Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 65-76). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- Introduction --- p.1 / Overview of Present Study --- p.4 / Managerial Coaching Scale Development --- p.4 / Managerial Coaching Objectives --- p.4 / Managerial Coaching Behaviors --- p.6 / Antecedents and Outcomes of Managerial Coaching --- p.14 / Managerial Coaching Antecedents --- p.14 / Managerial Coaching Outcomes --- p.17 / Chapter CHAPTER TWO: --- Method --- p.23 / Participants --- p.23 / Procedure --- p.23 / Measures --- p.24 / Chapter CHAPTER THREE: --- Results --- p.30 / Chapter Part I: --- Managerial Coaching Scale Development --- p.32 / Analysis Overview --- p.32 / Evaluation of Latent Structure --- p.32 / Scale Reliability and Scale Norm --- p.39 / Construct Validation --- p.42 / Chapter Part II: --- Antecedents and Outcomes of Managerial Coaching --- p.45 / Analysis Overview --- p.45 / Analysis Result --- p.45 / Chapter CHAPTER FOUR: --- Discussion --- p.55 / Managerial Coaching and Transformational Leadership --- p.56 / Implications to Research and Practice --- p.59 / Managerial Coaching Antecedents --- p.59 / Managerial Coaching Outcomes --- p.61 / Limitation and Future Research --- p.62 / Conclusion --- p.63 / REFERENCES --- p.65

Coaching generally remains under-researched and in particular the transfer and sustainability of learning from coaching is extremely sparse in the field of empirical research and theoretical development. This qualitative research was conducted with four leaders from UK voluntary sector organisations, namely Advance, Mencap and Rethink. Within a social constructivist and interpretivist paradigm, this longitudinal study explored the findings of three action research cycles for a period of just over one year. An original approach to collaborative action research methodology was developed and utilised, combining the dual role of coach/researcher, the role of the leaders being coached as collaborative action researchers, research diaries data, and data from feedback provider sessions. The data emerging from the research diaries and the feedback provider sessions was analysed using a thematic analysis approach, with categories and themes identified which either help or hinder the transfer and sustainability of learning from the coaching sessions to outside that experience. The ethical challenges of this newly developed approach to collaborative action research were also identified and analysed. The emergent Collaborative Action Coaching for Leaders model comprises six categories made up of thirty-three themes: Client Centred Process (eight themes), Enabling/Facilitating Learning (six), Session Content (two), Active Learning (five), Coaching Relationship (eight), and Reflective Learning (four). The study found that the transfer and sustainability of learning outside the coaching experience is encouraged by the coach and the client having both individual and shared responsibilities. The coach has responsibility for tailoring the coaching to each individual client and for enabling and facilitating learning; the client has responsibility for the content of the coaching sessions and for active learning; and both the coach and the client have shared responsibility for the coaching relationship and reflective learning. Within the approach there are factors which both help and hinder the transfer and sustainability of learning, although the data is heavily weighted towards the factors which help. It is clear from the emerging data across the three action research cycles, that it is the combination of all six categories (and the thirty-three themes) which over time enable the transfer and sustainability of learning; there does not appear to be any weighting of a specific category or theme. There are two main findings from the study: coaching can help the transfer and sustainability of learning; and both the coach and the client have individual and shared responsibilities in the transfer and sustainability of learning from the coaching sessions to outside that experience. The Collaborative Action Coaching for Leaders model contributes to the coaching profession, providing an evidence-based coaching model for coaches to explore through use in their professional work with leaders in organisations. The study findings add to the theoretical knowledge of coaching and inform future coaching research into the transfer and sustainability of learning from the coaching experience.

This thesis explores how mentoring was perceived and experienced as a professional development strategy for two teachers in a Maldivian primary school. It reports on how the mentoring relationship between the two teachers and the researcher evolved over the period of the data collection process. The research also explores the two teachers perceptions of the existing professional development activities. Further, report on the existing barriers which restricted establishing continuous professional developmental opportunities in the primary schools of Maldives. Data collection was through action research using concept maps for formative assessment purposes. The concept map was planned as an intervention at mentoring sessions to incorporate new pedagogy to create student-centred learning opportunities. The intervention was evaluated intensively through observation and feedback in the mentoring process. The researcher had dual roles in this action research. One role was that of researcher: collecting data on the progression of the mentoring relationship and the pedagogical changes by the participants. The second was that of mentor: coaching and assisting the two teachers to reflect on the planning and executing of the intervention in their respective classrooms. Through the action research process, data was collected on changes that the two teachers brought to their teaching. Data was also gathered on the mentoring relationship that evolved in the data collection process. In addition, semi-structured interviews were conducted to investigate the two teachers‟ willingness to engage in their own learning. The semi-structured interviews also explored the two teachers‟ perception on mentoring to establish a culture of learning in the school. The study indicated that one-off professional development sessions and a system of in-school clinical supervision to be the main professional development activities for the schools. Further the findings indicated that these activities did not meet the teachers‟ learning needs. ii Findings also indicated that the participants favoured the learning opportunities mentoring process created. The study further established both participants as keen learners, and willing participants in planning and re-planning the intervention in the mentoring process for the action research. The findings also report that the collaborative work atmosphere in the mentoring relationship assisted the two teachers to eliminate the fears associated with introducing new pedagogy. In conclusion, the study reports on barriers that may restrict creating effective mentoring relationships in primary schools of Maldives. The barriers identified were associated time for mentoring, mismatch of mentoring partners, poor collaborative relationships and mentor knowledge and experience. In addition recommends exploring how the supervisors‟ current role of evaluator can be changed to mentor role and the possibilities of group mentoring. Further study is recommended to explore how long term mentoring relationships can be developed considering the time constraints in Maldivian two session primary schools.