At the tipping point? Role of formal faculty mentoring in changing university research cultures

Abstract

The present article focuses on how faculty can be guided in the mentoring process and how formal mentoring programs improve practice, as well as the impact of formal mentoring on new faculty and faculty mentors. The empirical case study described features a new faculty mentoring program in its second year of development in a university research culture in Florida, USA. A goal of early‐stage faculty mentoring programs might be to attain what Gladwell refers to as the ‘tipping point,’ where faculty mentoring becomes contagious. Perspectives and strategies used to create not only an effective mentoring program within research cultures but also a movement entrenched in faculty–faculty mentoring are highlighted. Results from program assessment data are reported, with insights and recommendations from faculty mentors and mentees.

Acknowledgements

Funding was awarded for this project by the University of South Florida’s College of Education 2006 Mini‐Grant Program (recipient Dr Carol A. Mullen, Principal Investigator). The NFMP director (Dr Mullen) assumed a new position as department chair at a different university in August 2007. However, the college‐wide mentoring program described herein continues under the leadership of the associate dean for academic affairs.

Notes

1. The description of the COEDU university program context appears elsewhere (Mullen & Kennedy, 2007) in an abbreviated form.

2. This study was granted the University’s Institutional Review Board approval in 2005 and 2006.