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Mentoring in the concept of the learning organization in higher education – empirical research

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PL
Mentoring w koncepcji organizacji uczącej się szkoły wyższej w świetle badań empirycznych
Języki publikacji
EN
Abstrakty
EN
The development of a knowledge-based economy necessitates the search for new methods and tools for enhancing organizational learning processes. In this context, many scholars point to the importance of mentoring as a tool to support individual and organizational learning. The paper is an attempt to answer the question: how mentoring helps to stimulate the process of organizational learning? Therefore, this paper discusses the concept of learning organization, concept of mentoring along with associated concepts, on the basis of which experience result from the process of implementing mentoring at university are pointed out. This objective will be achieved through presentation of the results of the literature study followed by case study on the implementation and realization of mentoring programme at one of the polish universities.
PL
Rozwój ekonomii opartej na wiedzy pociąga za sobą konieczność poszukiwania nowych metod i narzędzi wzmacniania procesów organizacyjnego uczenia się. W tym kontekście wielu badaczy wskazuje na znaczenie mentoringu jako instrumentu wspierającego indywidualne i organizacyjne uczenie się. W artykule podejmuje się próbę odpowiedzi na pytanie: w jaki sposób mentoring przyczynia się do pobudzania procesu organizacyjnego uczenia się? Cel ten zostanie zrealizowany przez zaprezentowanie wyników przeprowadzonych studiów literaturowych oraz studium przypadku dotyczącego wdrożenia i realizacji programu mentoringu w jednej z polskich szkół wyższych.
Czasopismo
Rocznik
Strony
274--291
Opis fizyczny
Bibliogr. 65 poz., tab.
Twórcy
autor
  • University of Economics in Katowice, Department of Entrepreneurship and Innovative Management
Bibliografia
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  • 17. Cox, M.D. (1997). Walking the tightrope: The role of mentoring in developing educators as professionals, in Mullen, C.A.. In M.D. Cox, C.K. Boettcher, & D.S. Adoue (Eds.), Breaking the circle of one: Redefining mentorship in the lives and writings of educators. New York: Peter Lang.
  • 18. D’Abate, C.P., Eddy, E.R., Tannenbaum, S.I. (2003). What’s in a name? A literature-based approach to understanding mentoring, coaching, and other constructs that describe developmental interactions. “Human Resource Development Review”, No. 2(4), 360-384.
  • 19. Donaldson, S. I., Ensher, E. A., & Grant-Vallone, E. J. (2000). Longitudinal examination of mentoring relationships on organizational commitment and citizenship behavior. “Journal of Career Development”, No. 26, pp. 233-249.
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  • 25. Fagenson, E. A. (1989). The Mentor Advantage: Perceived Career/Job Experiences of Protégés versus non-Protégés. “Journal of Organizational Behaviour”, No. 10, pp. 309-320.
  • 26. Fenwick, T. (1998). Women Composing Themselves, seeking authenticity: A study of woman’s development in the workplace. “International Journal of Lifelong Learning”, No. 17 (3), 199-217.
  • 27. Fulton, O., Santiago, P., Edquist, C., El-Khawas, E., Hackl, E. (2007). OECD Reviews of Tertiary Education Poland, Warszawa.
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  • 30. Gehrke N. (1988) Toward a Definition of Mentoring. “Theory Into Practice”, 27, No. 3, (4), pp. 190-194.
  • 31. Gibson, D.E. (2004). Role models in career development: New directions for theory and research. “Journal of Vocational Behavior”, No. 65, 134-156.
  • 32. Girves, J.E., Zepeda, Y., & Gwathmey, J.K. (2005). Mentoring in a postaffirmative action world. “Journal of Social Issues”, No. 61 (3), 449-479.
  • 33. Gregson, K. (1994) Mentoring. “Employee Counseling Today”, No. 6, pp. 26-27.
  • 34. Gumport, P. (2000). Academic restructuring: Organizational Change and Institutional Imperatives. “Higher Education”, No. 39, 2000, 67-91.
  • 35. Halai, A. (2006). Mentoring in-service teachers: Issues of role diversity. “Teaching and Teacher Education”, No. 22, 700-710.
  • 36. Hansford, B., Tennent, L., & Ehrich, L.C. (2002). Business mentoring: Help or hindrance? “Mentoring & Tutoring: Partnership in Learning”, No. 19(2), 101-115.
  • 37. Harris, S. (2002). Student perceptions of the mentoring relating in higher education. In F. K. Kochan (Ed.), The organizational and human dimension of successful mentoring across diverse settings (pp. 53-68). Greenwich, CT: Information Age Publishing.
  • 38. Hezlett, S.A. (2005). Protégés’ learning in mentoring relationships: A review of the literature and an exploratory case study. “Advances in Developing Human Resources”, No. 7(4), 505-526.
  • 39. Huber, G.P. (1991). Organizational learning: the contributing processes and the literatures. “Organizational Science”, Vol. 2, No. 1, 88-115.
  • 40. Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. “Review of Educational Research”, No. 61(4), 505-532.
  • 41. Johnson, S.K., Geroy, G.D., Griego, O.V. (1991). The mentoring model theory: dimensions in mentoring protocols. “Career Development International”, No. 4, 1991, pp. 384-391
  • 42. Jones, M. (2001). Mentors’ perceptions of their roles in school based teacher training in England and Germany. “Journal of Education for Teaching”, No. 27(1), 76-94.
  • 43. Karcher, M.J., Kuperminc, G.P., Portwood, S.G. (2006). Mentoring programs: A framework to inform program development, research, and evaluation. “Journal of Community Psychology”, No. 34(6), 709-725.
  • 44. Kochan, F.K., & Trimble, S.B. (2000). From mentoring to co-mentoring: Establishing collaborative relationship. “Theory into Practice”, No. 39, 20-28.
  • 45. Kram, K. E. (1996). A relational approach to career development. In D. T. Hall (Ed.), The career is dead-long live the career: A relational approach to careers: 132-157. San Francisco, CA: Jossey-Bass.
  • 46. Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman.
  • 47. Martin, A. (2002). Transformational learning through mentoring in early childhood education: The DART model. In F. K. Kochan (Ed.), The organizational and human dimension of successful mentoring across diverse settings (pp. 121-140). Greenwich, CT: Information Age Publishing.
  • 48. Mulford, B. (2000). Organisational Learning and Educational Change. In Hargreaves, A, Lieberman, A, Fullan, M & Hopkins, D. (ed). (2000). “International Handbook of Educational Change”, Vol. 5 (1) 2000. London: Kluwer International Handbooks of Education.
  • 49. Mullen, C.A. (Ed.). (2008). The handbook of formal mentoring in higher education: A case study approach. Norwood, MA: Christopher-Gordon Publishers.
  • 50. Mullen, E. J. (1998). Vocational and psychosocial mentoring functions: Identifying mentors who serve both. “Human Resource Development Quarterly”, No. 9(4), 319-331.
  • 51. Newby, T.J., Corner J. (1997). Mentoring for Increased Performance: Foundations and Methods. “Performance and Improvement”, Vol. 35, No. 2, 11-15 (also available at: http://www.cornerstoneconsults.com).
  • 52. Noe, R.A. (1988). Women and Mentoring: A Review and Research Agenda. “Academy of Management Review”, No. 13(1), pp. 65-78.
  • 53. Ragins, B.R., & Cotton, J.L. (1999). Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships. “Journal of Applied Psychology”, No. 84(4), 529-550.
  • 54. Reed, C., Phillips, A., Parrish, T., & Shaw, C. (2002). Joint reflections on mentoring: Creating a legacy of care. In F. K. Kochan (Ed.), The organizational and human dimension of successful mentoring across diverse settings (p. 103-115). Greenwich, CT: Information Age Publishing.
  • 55. Russell, J.E.A., Adams, D.M., (1997). The changing nature of mentoring in organizations: An introduction to the special issue on mentoring in organizations. “Journal of Vocational Behavior”, No. 51, 1997, 1-14.
  • 56. Schlee, R. P. (2000). Mentoring and the professional development of business students. “Journal of Management Education”, No. 24(3), 322-337.
  • 57. Schwandt, D.R., Marquardt, M.J. (1999). Organizational Learning: from World-class Theories to Global Best Practices, St Lucie Press, Boca Raton, FL.
  • 58. Senge, P.M., (1990). The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Currency Doubleday.
  • 59. Sosik, J.J., & Godshalk, V.M. (2005). Examining gender similarity and mentors’ supervisory status in mentoring relationships. “Mentoring &Tutoring: Partnership in Learning”, No. 13(1), 39-52.
  • 60. Tenenbaum, H.R., Crosby, F.J., & Gliner, M.D. (2001). Mentoring relationships in graduate school. “Journal of Vocational Behavior”, No. 59, 326-341.
  • 61. Tertiary Education for Knowledge Society (2008). OECD Thematic Review of Tertiary Education: Synthesis Report, Overview.
  • 62. Ulrich, D., Brockbank, D., Yeung, W., Lake, A. K. and Dale, G. (1995). Human Resource Competencies; An Empirical Assessment, “Human Resource Management”, No. 34(4), 473-496.
  • 63. Wanguri, D.M. (1996). Diversity, perceptions of equity, and communicative openness in the workplace. “The Journal of Business Communication”, No. 33, pp. 443-57.
  • 64. Watkins, K.E., Marsick, V.J., (1993). Sculpting the Learning Organization: Lessons in the Art and Practice of a Systemic Change, San Francisco: Jossey- Bass, 1993.
  • 65. Wunsch, M. (1994). New directions for mentoring: An organizational development perspective. “New Directions for Teaching and Learning”, No. 57, 9-24.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-30b11ccd-3dd5-4a24-a6b4-e842cdca5b57
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