Academic literature on the topic 'Mentoring in the professions Australia'
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Journal articles on the topic "Mentoring in the professions Australia"
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McLaughlin, Emma G. H., Barbara J. Adamson, Michelle A. Lincoln, Julie F. Pallant, and Cary L. Cooper. "Turnover and intent to leave among speech pathologists." Australian Health Review 34, no. 2 (2010): 227. http://dx.doi.org/10.1071/ah08659.
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Sound, large scale and systematic research into why health professionals want to leave their jobs is needed. This study used psychometrically-sound tools and logistic regression analyses to determine why Australian speech pathologists were intending to leave their jobs or the profession. Based on data from 620 questionnaires, several variables were found to be significantly related to intent to leave. The speech pathologists intending to look for a new job were more likely to be under 34 years of age, and perceive low levels of job security and benefits of the profession. Those intending to leave the profession were more likely to spend greater than half their time at work on administrative duties, have a higher negative affect score, not have children under 18 years of age, and perceive that speech pathology did not offer benefits that met their professional needs. The findings of this study provide the first evidence regarding the reasons for turnover and attrition in the Australian speech pathology workforce, and can inform the development of strategies to retain a skilled and experienced allied health workforce. What is known about the topic?There is a recognised shortage of speech pathologists in Australia, and a growing need for their services. Despite this, there has been no large scale systematic investigation to clarify the reasons why Australian speech pathologists may be leaving their jobs or the profession. What does this paper add?This is the first large scale nationwide investigation into why Australian speech-language pathologists leave their jobs or the profession. Approximately 31% of Australian speech pathologists intended to change jobs and 13% intended to change professions in search of opportunities for promotion, better pay and more rewarding and interesting work. The traditional assumption that speech pathologists have been leaving the profession due to family responsibilities was not supported, as it appeared that speech pathologists without young children were more likely to explore roles outside the profession. What are the implications for practitioners?One way to address the issues raised in this study is for practising speech pathologists to increase their participation in industrial, organisational, educational and professional activities such as negotiating working conditions and lobbying. Student supervision, mentoring and professional supervision are important avenues for developing resilience and such skills that have not traditionally been given priority in the education of health professionals.
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James, Sarah Margaret, Suzanne(Sue) M. Hudson, and Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement." International Journal of Mentoring and Coaching in Education 11, no. 2 (December 24, 2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.
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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Shanks, Rachel. "Mentoring beginning teachers: professional learning for mentees and mentors." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 158–63. http://dx.doi.org/10.1108/ijmce-06-2017-0045.
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Purpose The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue. Design/methodology/approach The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships. Findings The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs. Research limitations/implications A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts. Originality/value Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.
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Beutel, Denise, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis, and Peter Churchward. "Preparing teachers to mentor beginning teachers: an Australian case study." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 164–77. http://dx.doi.org/10.1108/ijmce-04-2017-0030.
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Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Findings Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. Practical implications The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. Originality/value The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
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Rillotta, Fiona, Jillian Arthur, Claire Hutchinson, and Parimala Raghavendra. "Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors." Journal of Intellectual Disabilities 24, no. 1 (April 23, 2018): 102–17. http://dx.doi.org/10.1177/1744629518769421.
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Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.
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Cruickshank, Ken. "Creating pathways for internationally educated teachers into the teaching profession: Practices, policies and problems in the Australian context." European Educational Research Journal 21, no. 2 (October 6, 2021): 230–46. http://dx.doi.org/10.1177/14749041211048983.
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The diversity of teachers is half that of the student population in Australia. Despite government policies to support internationally trained teachers (ITTs), there remain major structural and institutional barriers working against access to the profession: an information gap, the lack of professional advice, the absence of programmes to help teachers gain accreditation and the lack of mentoring or support programmes. This paper focuses on ITTs undertaking volunteer teaching in community languages schools; these are community-run organisations where over 100,000 children across Australia learn their home language. These sites were selected as they represent a key pathway into further study and employment for ITTs. Findings are drawn from online survey ( n=954) and interviews ( n=62) exploring professional strengths, needs and experiences. The key finding is the exclusion and ‘problematisation’ of ITTs, rather than recognition of the social, educational and economic benefits represented by this group. The article explores recent government-funded provision of pathways to teacher accreditation and the extent to which these address the barriers identified. There is a discussion of how such a model may be embedded in mainstream teacher education pathways.
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Kirkby, Jane, Julianne Moss, and Sally Godinho. "The devil is in the detail: Bourdieu and teachers’ early career learning." International Journal of Mentoring and Coaching in Education 6, no. 1 (March 6, 2017): 19–33. http://dx.doi.org/10.1108/ijmce-02-2016-0011.
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Purpose The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process. Design/methodology/approach The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?” Findings The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge. Research limitations/implications This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers. Originality/value This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.
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Kirby, Emma, Alex Broom, Deme Karikios, Rosemary Harrup, and Zarnie Lwin. "Exploring the impact and experience of fractional work in medicine: a qualitative study of medical oncologists in Australia." BMJ Open 9, no. 12 (December 2019): e032585. http://dx.doi.org/10.1136/bmjopen-2019-032585.
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ObjectivesFractional (part-time) appointments are becoming more commonplace in many professions, including medicine. With respect to the contemporary oncological landscape, this highlights a critical moment in the optimisation of employment conditions to enable high-quality service provision given growing patient numbers and treatment volume intensification. Data are drawn from a broader study which aimed to better understand the workforce experiences of medical oncologists in Australia. This paper specifically aims to examine a group of clinicians’ views on the consequences of fractional work in oncology.DesignQualitative, one-on-one semistructured interviews. Interview transcripts were digitally audio recorded and transcribed verbatim. Data were subject to thematic analysis supported by the framework approach and informed by sociological methods and theory.SettingNew South Wales, Australia.ParticipantsMedical oncologists (n=22), including 9 female and 13 male participants, at a range of career stages.ResultsFour key themes were derived from the analysis: (1) increasing fractional employment relative to opportunities for full-time positions and uncertainty about future opportunities; (2) tightening in role diversity, including reducing time available for research, mentoring, professional development and administration; (3) emerging flexibility of medical oncology as a specialty and (4) impact of fractional-as-norm on workforce sustainability and quality of care.ConclusionFractional appointments are viewed as increasing in oncology and the broader consequences of this major shift in medical labour remain unexamined. Such appointments offer potential for flexible work to better suit the needs of contemporary oncologists; however, fractional work also presents challenges for personal and professional identity and vocational engagement. Fractional appointments are viewed as having a range of consequences related to job satisfaction, burnout and service delivery. Further research is needed to provide a critical examination of the multiple impacts of workforce trends within and beyond oncology.
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Taylor, John A., Paul A. Erkelenz, and Amber C. Churchill. "Building human capacity, capability and future leaders for Australia’s rangelands." Rangeland Journal 42, no. 5 (2020): 277. http://dx.doi.org/10.1071/rj20052.
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Maintaining a skilled, knowledgeable and adaptable workforce in Australian rangeland enterprises and research, development and extension/adoption (RD&E/A) organisations is a varied and challenging task, compounded by trends of sustained losses of human capacity through senior retirements and short-term appointments over the last decade. Concerns for how to fill these gaps while gaining the skills and knowledge needed for a successful career and leadership roles were raised by students and young professionals in the World Cafe session and throughout Early Career workshops and activities at the 2019 Biennial Conference of the Australian Rangeland Society (ARS). This paper responds to these expressed information needs through drawing on literature, experiences shared by session participants, and existing ARS members currently working in the rangelands in diverse roles to provide insights into two main areas: (i) skills and knowledge for personal development and future success in the rangelands across three broad classes of occupation/careers (i.e. advisors, researchers, and producers), and (ii) skills and knowledge that will be expected of future leaders in the rangelands. We outline a variety of options for professional development in the early stage(s) of a career working on aspects of sustainable production systems and pathways to leadership throughout a career in the rangelands. We note the apparent lack of formal rangeland-specific education in Australia, and suggest that this is a major impediment to efforts to build skills and knowledge to ensure the viability of the livelihoods and the integrity of our rangelands. Finally, we believe that the ARS has the potential to play a more central role in inspiring interest and passion for the rangelands, in providing current information on (i) range science and management-relevant education and training opportunities in Australia and internationally, and (ii) leadership development and training opportunities; and in facilitating and supporting mentoring to develop and retain human capacity for a resilient future.
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Devenish, Louise, Cecilia Sun, Cat Hope, and Vanessa Tomlinson. "TEACHING TERTIARY MUSIC IN THE #METOO ERA." Tempo 74, no. 292 (March 6, 2020): 30–37. http://dx.doi.org/10.1017/s0040298219001153.
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AbstractOver the past two decades significant changes in approaches to gender equity have taken place in the fields of contemporary music and music research. However, women in music are still disadvantaged in terms of income, inclusion and professional opportunities. In Australia a national approach to improving gender equity in music has begun to emerge as once-controversial strategies trialled by four tertiary institutions have become established practices. This article discusses successful inclusion strategies for women in music, including the commitment to gender-balanced programming across all concerts at Queensland Conservatorium of Music by 2025, the introduction of mandatory quotas in recital programmes at Monash University, mentoring programmes for women composers at Sydney Conservatorium of Music, and the development of coursework devoted to women in music at The University of Western Australia, as well as other initiatives that have emerged from them, both within and beyond the institution. Each approach is examined in the context of broader global discussions around gender and feminism. The public willingness to engage in discussions over sexual harassment, sexual assault and gender discrimination in the workplace that has resulted from the #MeToo movement is cited as key in influencing the engagement of students and professionals with these strategies and subsequent influence on performance practices, project development and presentational formats in new music.
Dissertations / Theses on the topic "Mentoring in the professions Australia"
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Paris, Lisa F. "The graduate-mentor project in visual arts education: Mentoring within the Western Australian curriculum framework: A study of the impact of mentoring on beginning-teachers' perception of their success in visual literacy education during the first year." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/231.
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Western Australian tertiary graduates who enter the visual arts education profession are often well acquainted with the theoretical underpinnings of the Western Australian Curriculum Framework. This knowledge base, in combination with their own visual arts training, typically enables them to enter teaching theoretically well equipped to support students in the development of arts ideas and studio works. The important outcome areas of visual arts history and visual arts criticism often present major challenges for graduates. In the absence of significant post-university support and more importantly, within the context of limited preservice training where visual conceptual understandings and studio skills repertoires have priority, many beginning-teachers are often left to their own devices in sourcing visual arts history/criticism content and pedagogy. Uncertainty in either one or both of these key areas of visual literacy education tends to create unsustainable levels of stress for beginning-teachers and often results in attrition.
The Graduate-Mentor Project research examined the experience of 20 beginning-teachers as they moved from the pre-service phase of their career through to the end of the first year post graduation. The findings underscore the value of mentoring during the first year. Mentoring significantly impacted the induction experience of the beginning-teachers and in many instances made it possible for them to survive when they would otherwise have left teaching. The research reinforces the need for new approaches to initial teacher education and the essentialness of first year of teaching induction. In addition, there is a need for a partnership approach involving: universities, professional associations and school-based teachers, in establishing a reciprocal mentoring framework. The most valuable aspect of the research, was the development of an innovative 'reciprocal mentoring' Artist-in-Residence model, which reframed the status of the pre-service teachers from that novice to expert artist. The program answered one of the most troubling questions to emerge from the study, that of how best to ensure ongoing procurement of mentors for new graduates.
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Thorogood, Carol. "Politics and the professions: Homebirth in Western Australia." Thesis, Thorogood, Carol (2000) Politics and the professions: Homebirth in Western Australia. PhD thesis, Murdoch University, 2000. https://researchrepository.murdoch.edu.au/id/eprint/52312/.
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This thesis explores the historical, social, political and economic influences on the politics of Australian homebirth, specifically the processes whereby the state enables or restricts independent midwifery practice.
By using documentary sources of letters, official correspondence, literature reviews, interviews with key stakeholders and case studies the thesis provides an historical overview and interpretative critique of the cultural, political and bureaucratic processes surrounding the provision of midwife-managed homebirth services. It shows how authoritative knowledge about birthing is created, promulgated and challenged, highlighting the nexus between authoritative knowledge and the distribution of medical power. The Commonwealth’s Alternative Birthing Services Program is used as a case study to illustrate how the medical discourses of 'risk' and 'safety' legitimate medical power and practice as well as the relative lack of power of midwives. Just as importantly, the thesis demonstrates how birth activists overcame the obstacles placed in their paths and in doing so used the Alternative Birthing Services Program to create new models of woman-centred birthing.
This thesis argues that an important objective for both bureaucrats and the midwifery profession is to continue to challenge and indeed change entrenched patriarchal, state-supported medical practices. Only then will homebirths be regarded not as an alternative but one of a range of core, mainstream birthing options.
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Winstone, Claire Lilian. "The meaning of the mentoring relationship which facilitates transformation of the protégé." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25536.
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This study investigated the question: What is the meaning of the mentoring relationship which facilitates transformation of the protégé? This was accomplished using an existential-phenomenological approach. The study included five adult "co-researchers" who had experienced the phenomenon being investigated and were capable of describing their experience to the researcher. The co-researchers were asked to describe their experience of the relationship with their mentor and to validate the analysis within the context of three interviews. The descriptions were tape recorded and transcribed and used as the data for the study. The analysis was conducted according to the method described by Colaizzi (1978). The themes derived from the co-researchers' descriptions were described and woven into an exhaustive phenomenological description of the mentoring relationship which facilitates transformation of the protégé. The essential structure derived from the exhaustive description was presented in a condensed statement of the meaning of the experience for the five co-researchers.
Twenty-eight themes or dimensions of the experience were identified. The pattern described is a more profound and complete picture of the meaning of the experience of the mentoring relationship which facilitates transformation of the protégé than previously available in the literature.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Godfrey, J. Michael (James Michael) Saxon Terrill F. "The role of mentoring in the developmental experiences of Baptist pastors in Texas a case study /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3011.
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Slagle, Jane Carangelo. "The process of mentoring in nursing : a study of proteges' perceptions of the mentor-protege relationship /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10623309.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.Typescript; also available on microfilm. Sponsor: Andrea O'Connor. Dissertation Committee: Valentina Harrell. Includes bibliographical references (leaves 189-195).
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Shitemba, Fudheni. "Effectiveness of mentoring programs regarding employee job satisfaction." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1729.
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Thesis submitted in fulfilment of the requirements for the
MTech: Human Resources Management Degree
in the faculty of BUSINESS
at the
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
2008Mentoring is an informal and flexible approach to leadership, supevision and professional development. It involves the mentor and protégé setting goals that are focused on the protégé’s professional and personal development needs. Mentoring relationships can occur between a mentor and a protégé or a small group of protégés or it may involve peers who act as mentors for each other (Skinner, Roche, O'Connor, Pollard & Todd, 2005:2). Mentoring programs are increasing rapidly in response to needs for new and innovative ways to develop people, allow them to grow in their jobs and the need for change. However, typical problem areas include expectations and objectives which may be misunderstood, and these are areas that are necessary to determine whether the mentoring program was effective or not. Due to the vague understanding of mentoring programs and their effectiveness, techniques and methods were reviewed and discussed to figure these out. Mentors and proteges who were already on programs and those who had begun new programs were randomly selected to participate in this evaluation; the reason why these two groups were chosen is that there is a need to determine how the groups went about making their programs a success or not, since these groups were already on the program or starting out, and interest in a mentoring program was already existent. An attempt to motivate new groups would defeat the aim, since it could sabotage the aim of the research and end-results in several ways, for example, groups would require guidance to begin their programs. The groups were monitored over a five month period, and evaluated at the end of every four weeks in order to make sure that no information would be omitted at the end of the five months. Furthermore, information from literature on mentoring was used in order to compare respondents' information that was gathered over the monitoring period. Participant groups were randomly chosen from the Karas region and from different industries and fields in order to obtain a good reading from different work environments; the work areas were chosen from seven companies. Each month had an area of interest, which was examined throughout the five months. Once questionnaires were completed and returned, data was examined to determine positive and negative impacts that mentoring relationships and approaches (within in the relationships), had on both parties and their styles of participation. Participants were assessed six months after the fifth evaluation to determine the long term effect that mentoring had on participants, the mentor and protege. A reason for this was that some participants might have grasped the knowledge and skills for a only a short period of time and then forget or ignore it, while others may have taken time to understand and implement the new knowledge, which would have given them time to absorb the information, knowledge and skills that were acquired. The mentor, protege, as well as the organization, should be clear on what they expect and want from mentoring, and should communicate thoroughly, while the program should be tailored to the needs of participants and the culture. The mentor should be trained, if necessary and evaluation and reviews methods should be established in order to ensure smooth running and, eventually, the effectiveness of the program. Both employees and the organizations can benefit; employees can benefit through career development initiatives and find a sense of belonging and empowerment, while organizations can benefit as this helps the firm to communicate its values and behaviours, provide opportunities to expand networks and boost training efforts, as well as facilitate knowledge.
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Smith, Raymond. "Investigating the impact of volunteer mentoring on carers of people with dementia and volunteer mentors." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/34895/.
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Volunteer mentoring (befriending and peer support) is provided across a wide range of services for people with varying health conditions. Despite such services for carers of people with dementia increasing in number, there is little evidence for the benefits they may offer. Using a pragmatic approach, this thesis investigated the impact of volunteer mentoring on carers. It also explored the processes by which volunteer mentoring works and the experiences of volunteers delivering the interventions, many of whom are former carers. A systematic review and survey of volunteer mentoring services highlighted conflicting findings surrounding the impact of the services, the perceived importance of experiential similarity of volunteers and matching carers and volunteers. However, reported outcomes from the systematic review and survey were more consistent, namely reducing emotional distress, loneliness and social isolation of carers. To explore these issues in greater depth, a sequential explanatory mixed methods design was adopted. Data were collected from carers using validated rating scales (HADS, MSPSS and the UCLA Loneliness Scale) and semi-structured interviews. Data collection from volunteers was by semi-structured interviews only. No statistically significant changes were found after the six month study period for anxiety, depression or loneliness for carers. However, significant differences in perceived social support scores were found (p = 0.042). Post-hoc analysis showed this to be between baseline and three months follow-up (p = 0.015). Of the three subscales of the MSPSS, only support from a ‘significant other’ was shown to be statistically significant between baseline and three months (p = 0.013). Qualitative findings showed volunteer mentoring to be an important source of emotional and social support for carers, which was facilitated by the volunteers’ experiential similarity. Similarly to carers, volunteers reported the importance of experiential similarity in developing bonds with carers. They discussed the importance of developing mutually beneficial relationships which leads to a two-way flow of support. Volunteers also reported satisfaction and enjoyment from their roles. Data integration showed volunteer mentoring can be a source of social support for carers. The statistically significant difference in perceived social support from a ‘significant other’ between baseline, three months follow up, was confirmed by carers taking part in the qualitative phase. They perceived that volunteer mentoring can help them be networked into other services and help them to cope better with their caring role. It is argued that volunteer mentoring is an important source of support for some carers and that the development of these types of services should be considered alongside other forms of social support. This was one of the first studies of its kind to investigate both the process of volunteer mentoring and its impact specifically on carers of people with dementia. It is concluded that without experiential similarity, carers and volunteers may not develop the level of trust necessary to form mutually beneficial relationships.
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Finley, Jennifer Bissell. "A qualitative study of the impact of mentoring relationships on the professional development of women in student affairs." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045633.
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This qualitative study investigated the role mentoring plays in the professional development of women in student affairs. The goal of this research was not to prove a theory about women's mentoring relationships, but rather to richly describe these relationships in order to understand the impact they have had, and will continue to have on womens' professional lives. The results of this study is significant because it will provide a foundation for understanding the process of women's mentoring relationships in student affairs. The researcher conducted five indepth, open-ended interviews with women in various positions in student affairs in order to gather rich, descriptive data. The researcher selected women with whom she already has at least an acquaintance relationship. These women were from the Mid-West region. Each woman was at a different point in her professional development- graduate student, new professional, midlevel, and senior administrator. Women from both private and public institutions were interviewed. Four themes emerged from the interviews that each of these women discussed. These themes were, there are common characteristics of mentoring relationships; the impact mentoring has on the early development of the professional; the importance of having a female mentor; and the scarcity of female mentors at the top of the ladder.Department of Secondary, Higher, and Foundations of Education
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Gordon, Terry W. "Leadership characteristics of mentor teachers as perceived by mentor teachers/teacher leaders in the induction process /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995135.
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Hjafta, Corneels, and n/a. "Implementing national competency standards in the professions in Australia : lessons for Namibia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060725.095855.
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This study originated from a professional interest of the researcher in
competency standards and their implementation in the professions. The
study was conducted with the aim of informing policy development and
implementation in Namibia in this area by drawing lessons from the
Australian experience. It set out to identify the factors that influenced
the implementation of this policy in Australia, the importance of these
factors and the strategies employed by implementors to enhance
successful implementation. The study is grounded in policy
implementation theory.
Twenty professions have been involved in developing and implementing
competency standards in Australia under the guidance and with the
support of a national government organisation called the National Office of Overseas Skills Recognition (NOOSR). The main objectives of the
Australian government in implementing this policy were the
improvement of migrant skills recognition and the achievement of
recognition for professional qualifications across state and territory
borders.
Time and budgetary constraints would not allow the involvement of all
the professional groups in this study, so four groups were selected based
on their size and progress made in developing and implementing the
standards. The groups ranged from a very large professional group
(more than 250 000 members) to a very small professional group
(approximately 3 500 members). Eleven respondents from NOOSR and
the professional groups participated in the study. Data was gathered by
structured interview, a rating schedule and document analysis.
The study found that there were seventeen factors that influenced this
process as perceived by the respondents. These factors were classified
into five categories: technical, political, economic, administrative and
political, and then placed on a matrix with the levels at which they
exerted their greatest pressure: external, internal to the professional
body, and on the steering group. This classification of factors gave
indications of the types of strategies and the level of intervention which
may address implementation problems best. The study compiled a list of
the factors in order of importance as rated by the respondents. This
ranking showed that leadership was the most important factor, followed
by experience and expertise of the steering group and the need for and
appropriateness of the standards for the professions. The study also
found that the Australian government employed inducement, capacity
building and facilitation strategies to enhance the successful
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implementation of the standards, while the professional bodies
employed mainly staff development and training as strategies.
The study concluded that Namibian policy makers and implementors
can draw the following lessons from the Australian experience:
1. there is a need for a balance between pressure and support from
government;
2. there is a role for a national implementation plan;
3. the main attraction of national competency standards is still the
many uses it can be put to and the many purposes it serves for
different organisations;
4. assessment strategies need to be considered from the beginning;
5. the methodology of using a representative steering group to lead
standards development is one of the best features of the Australian
approach;
6. Over time, the original objectives of the policy became low priority
for NOOSR and the government;
7. the classification matrix can be used as a planning tool; and
8. the ranking of the factors indicates the importance of organisational,
technical and economic factors.
Books on the topic "Mentoring in the professions Australia"
1
Fornari, Alice, and Darshana T. Shah, eds. Mentoring In Health Professions Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9.
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2
Silkowska-Masior, Benilda. Making connections: A new model of mentoring for internationally trained professions. Toronto: St. Michael's Hospital, 2003.
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3
Lee, Sara S., and Michael Zeldin. Touching the future: Mentoring and the Jewish professional. Los Angeles: Rhea Hirsch School of Education, Hebrew Union College-Jewish Institute of Religion, 1995.
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4
Mentoring for the professions: Orienting toward the future. Charlotte, NC: Information Age Publishing, 2015.
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5
G, Reinarz Alice, and White Eric R. 1944-, eds. Beyond teaching to mentoring. San Francisco: Jossey-Bass, 2001.
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International, Conference on Mentoring (1st 1986 Vancouver B. C. ). Mentoring: Proceedings of the First International Conference on Mentoring. Vancouver, B.C., Canada: International Centre for Mentoring, 1986.
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7
Forum on Mentorship in the Professions (2010 : Saskatoon, Sask.), ed. Adapting mentorship across the professions: Fresh insights and perspectives. Calgary: Detselig Enterprises, 2011.
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8
R, Ridley Charles, ed. Elements of mentoring. New York: Palgrave Macmillan, 2009.
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9
Johnson, W. Brad. Elements of mentoring. New York: Palgrave Macmillan, 2009.
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Jorgenson, Joan. Mentoring programs: An overview. Washington, D.C: National Academy of Public Administration, 1992.
Find full textBook chapters on the topic "Mentoring in the professions Australia"
1
Nguyen, Minh Hue, and Graham Parr. "Mentoring Practices and Relationships During the EAL Practicum in Australia: Contrasting Narratives." In Re-imagining Professional Experience in Initial Teacher Education, 87–105. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0815-4_6.
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Gusic, Maryellen, and Luanne Thorndyke. "Functional Mentoring." In Mentoring In Health Professions Education, 73–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_8.
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Williams, Mia F., Radhika A. Ramanan, and Mitchell D. Feldman. "Challenges in Mentoring." In Mentoring In Health Professions Education, 81–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_9.
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Skarupski, Kimberly A., and Jennifer A. Haythornthwaite. "Faculty Longitudinal Career Mentoring." In Mentoring In Health Professions Education, 65–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_7.
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Feldman, Mitchell D., and Patricia S. O’Sullivan. "Developing a Culture of Mentoring." In Mentoring In Health Professions Education, 3–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_1.
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Kutzler, Michele, Barbara Overholser, and Nancy D. Spector. "ELAM as a Mentoring Model." In Mentoring In Health Professions Education, 45–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_5.
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Schirmer, Christine, and Lars Osterberg. "Correction to: The Humanistic Mentoring Model: A Holistic Approach." In Mentoring In Health Professions Education, C1. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86935-9_17.
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Ayyala, Manasa S., Rachel Levine, and Elizabeth Travis. "Sponsorship Is Not Mentorship (But Is Equally Important)." In Mentoring In Health Professions Education, 23–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_3.
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Marcdante, Karen, and Deborah Simpson. "Mentor, Advisor and Coach." In Mentoring In Health Professions Education, 133–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_14.
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McHugh, Douglas, and Larry D. Gruppen. "The Mentor-Mentee Relationship." In Mentoring In Health Professions Education, 101–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_11.
Full textConference papers on the topic "Mentoring in the professions Australia"
1
Kennedy, Patrick. "Mentoring collaborative user centred design." In the 2007 conference of the computer-human interaction special interest group (CHISIG) of Australia. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1324892.1324934.
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Ramos-Diaz, Mirna. "Transformative Co-Mentoring: Fostering Change in Individuals, Institutions, Lives, and the Medical and Health Professions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577727.
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Blumberg, Carol Joyce, Rebecca Nichols, and Megan Murphy. "So, You Have Retired: How Can You Continue to Help the Statistics and Data Science Education Professions?" In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13b1.
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This paper describes ways retirees have contributed as volunteers to the growth of statistics and data science education at local, national, and international levels, with focus on help given to the American Statistical Association (ASA), its local chapters, and its specialized subject matter sections. Topics include mentoring, developing new materials for primary through post-secondary education, reviewing materials in development, reviewing journal submissions, and volunteering to help with competitions. ASA has benefitted from using volunteers because by having volunteers do certain tasks, ASA employees have more time to work on other ways of improving statistics and data science education. Further, they have regular contact with experts with extensive experience. A major benefit for the volunteers is that volunteering helps them keep current on newest trends.
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Maranelli, Francesco. "Engineering Melbourne’s “Great Structural- Functional Idea”: Aspects of the Victorian Post-war “Rapprôchement” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3998puxe9.
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In 1963, Robin Boyd wrote about a post-war “rapprôchement” between the disciplines of structural engineering and architecture. Etymologically, the term suggests the movement of two entities that draw closer to each other, either in an unprecedented fashion or resuming a suspended interaction. World War II and the “anxieties and stimulations” of the post-war period, to use Boyd’s expression, accelerated the process of overcoming longstanding educational and professional disciplinary barriers. They were the driving forces behind what he denominated the “great structural-functional idea” of the 1950s. Architecture schools embraced modernist/functionalist ideals, producing graduates with considerable technical knowledge - true “romantic engineers.” The global post-war fascination with unconventional structures played its part. Occasionally, Antoine Picon argues, architecture’s “symbolic and aesthetic discourses” walk a “strictly technical path.” Under the banner of Le Corbusier’s Esthétique de l’Ingénieur, architecture and engineering converged. New technologies made collaborations with engineers habitual. According to Andrew Saint, however, partnerships were rarely affairs of equals since “architectural jobs came to architects first.” The diversification and growing number of engineers also transformed them into a labour force, Picon suggests, affecting their prestige and, possibly, their historiographical fortune. Scholarship on post-war Melbourne architecture has generally privileged the architect as the protagonist in the creation of innovative structures, only occasionally acknowledging consultants. This does not reflect the concerted nature of design commissions and frequent evanescence of disciplinary boundaries. This paper aims to highlight the major playing grounds for this alignment within design professions. It also hints at the complex relationship between the contributions of Victorian engineers and their recognition by post-war newspapers and architectural journals, opening the analysis of Melbourne’s post-war architecture to the discourse of professional representation and arguing the importance of “unbiased” histories of the built environment.
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Gardiner, Fiona. "Yes, You Can Be an Architect and a Woman!’ Women in Architecture: Queensland 1982-1989." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4001phps8.
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From the 1970s social and political changes in Australia and the burgeoning feminist movement were challenging established power relationships and hierarchies. This paper explores how in the 1980s groups of women architects actively took positions that were outside the established professional mainstream. A 1982 seminar at the University of Queensland galvanised women in Brisbane to form the Association of Women Architects, Town Planners and Landscape Architects. Formally founded the association was multi-disciplinary and not affiliated with the established bodies. Its aims included promoting women and working to reform the practice of these professions. While predominately made up of architects, the group never became part of the Royal Australian Institutes of Architects, it did inject itself into its activities, spectacularly sponsoring the Indian architect Revathi Kamath to speak at the 1984 RAIA. For five years the group was active organising talks, speakers, a newsletter and participating in Architecture Week. In 1984 an exhibition ‘Profile: Women in Architecture’ featured the work of 40 past and present women architects and students, including a profile of Queensland’s then oldest practitioner Beatrice Hutton. Sydney architect Eve Laron, the convenor of Constructive Women in Sydney opened the exhibition. There was an active interchange between Women in Architecture in Melbourne, Constructive Women, and the Queensland group, with architects such as Ann Keddie, Suzanne Dance and Barbara van den Broek speaking in Brisbane. While the focus of the group centred around women’s issues such as traditional prejudice, conflicting commitments and retraining, its architectural interests were not those of conventional practice. It explored and promoted the design of cities and buildings that were sensitive to users including women and children, design using natural materials and sustainability. While the group only existed for a short period, it advanced positions and perspectives that were outside the mainstream of architectural discourse and practice. Nearly 40 years on a new generation of women is leading the debate into the structural inequities in the architectural profession which are very similar to those tackled by women architects in the 1980s.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Brooker, Jennifer, and Daniel Vincent. "The Australian Veterans' Scholarship Program (AVSP) Through a Career Construction Paradigm." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4380.
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In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.