Mentorship: An Assessment of Faculty Scholarly Production, Mode of Doctoral Work, and Mentorship

References

• Adams, J., & DeFleur, M. H. (2005). The acceptability of a doctoral degree earned online as a credential for obtaining a faculty position. The American Journal of Distance Education, 19(2), 71–85. doi:10.1207/s15389286ajde1902_2
   Google Scholar
• Adams, J., Defleur, M. H., & Heald, G. R. (2007). The acceptability of credentials earned online for obtaining employment in the health care professions. Communication Education, 56(3), 292–307. doi:10.1080/03634520701344959
   Web of Science ®Google Scholar
• Akili, W. (2013). On mentoring relationships: How to become a good mentor. Frontiers in Education Conference, 2013 Oklahoma City, OK, USA , IEEE, 710–716, doi: 10.1109/FIE.2013.6684919
   Google Scholar
• Armstrong, D. and Goodyear, P. (2005), “Implications of external research quality assessment for local research leadership: learning from the UK RAE experience”, paper presented at the Australian Association for Research in Education (AARE) Focus Conference, Cairns, July.
   Google Scholar
• Bair, C., & Haworth, J. (2004). Doctoral student attrition and persistence: A meta-synthesis of research higher education. In In Smart, J. C., Higher Education: Handbook of Theory and Research 19 (pp. 481–534). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Beech, B. M., Calles-Escandon, J., Hairston, K. G., Langdon, M. S. E., Latham-Sadler, B. A., & Bell, R. A. (2013). Mentoring programs for underrepresented minority faculty in academic medical centers: A systematic review of the literature. Academic Medicine: Journal of the Association of American Medical Colleges, 88(4), 4. doi:10.1097/ACM.0b013e31828589e3
   Web of Science ®Google Scholar
• Brew, A, Boud, D, & Namgung, S. U. (2011). Influences on the formation of academics: the role of the doctorate and structured development opportunities. Studies in Continuing Education33(1), 51–66. doi:10.1080/0158037X.2010.515575
   Web of Science ®Google Scholar
• Brew, A, Boud, D, & Namgung, S. U. (2011). Influences on the formation of academics: the role of the doctorate and structured development opportunities. Studies in Continuing Education33(1), 51–66. doi:10.1080/0158037X.2010.515575
   Web of Science ®Google Scholar
• Castello, M., Pardo, M., Sune-Soler, N., & Suñe-Soler, N. (2017). Why do students consider dropping out of doctoral degree? Institutional and personal factors. Higher Education, 74(6), 1053–1068. doi:10.1007/s10734-016-0106-9
   Web of Science ®Google Scholar
• Chase, J. A. D., Topp, R., Smith, C. E., Cohen, M. Z., Fahrenwald, N., Zerwic, J. J., … Conn, V. S. (2013). Time management strategies for research productivity. Western Journal of Nursing Research, 35(2), 155–176. doi:10.1177/0193945912451163
   PubMed Web of Science ®Google Scholar
• Chung, J. Y, & Petrick, J. (2011).Doctoral Students' research productivity: An analysis of publications in tourism and hospitality journals. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012),10(1),63.
   Google Scholar
• Clarke, M. (2007). The impact of higher education rankings on student access, choice, and opportunity. Higher Education in Europe,32(1), 59–70. doi:10.1080/03797720701618880
   Google Scholar
• Columbaro, N. L. (2009). e-Mentoring possibilities for online doctoral students: A literature review. Adult Learning, 20(3–4), 9–15. doi:10.1177/104515950902000305
   Google Scholar
• Davidson, M., & Foster-Johnson, L. (2001). Mentoring in the preparation of graduate researchers of color. Review of Educational Research, 71(4), 549–574. doi:10.3102/00346543071004549
   Web of Science ®Google Scholar
• DePriest, T., & Absher, B. (2013). Are academic administrators becoming more accepting of faculty with online degrees? The American Journal of Distance Education, 27(2), 77–88. doi:10.1080/08923647.2013.768124
   Google Scholar
• Edwards, J. L., & Gordon, S. M. (2006). You should—I should: Mentoring responsibilities as perceived by faculty, alumni, and students. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
   Google Scholar
• Felder, P. (2010). On doctoral student development: Exploring faculty mentoring in the shaping of African American doctoral student success. The Qualitative Report, 15(3), 455–474. Retrieved from: http://nsuworks.nova.edu/tqr/vol15/iss3/1
   Google Scholar
• Finnegan, D. & Hyle, A. (2009). Assistant to “full”: Academic rank and development of professional expertise. Teachers College Record111(2), 443–479.
   Web of Science ®Google Scholar
• Flowers, J. C., & Baltzer, H. (2006). Hiring technical education faculty: Vacancies, criteria, and attitudes toward online doctoral degrees. Journal of Industrial Teacher Education, 43(3), 24–29.
   Google Scholar
• Gardner, S. (2008). What’s too much and what’s too little? The Process of Becoming an Independent Researcher in Doctoral Education. Journal of Higher Education, 79(3), 326–350.
   Web of Science ®Google Scholar
• Gregorutti, G. (2010). Moving from a predominantly teaching oriented research culture to a research productivity mission: The case of Mexico and the United States. Excellence in Higher Education, 1(1&2), 69–83. doi:10.5195/EHE.2010.17
   Google Scholar
• Guendoo, L. M. (2007). Credibility challenges to online doctoral graduates seeking faculty positions: A community college perspective (Doctoral dissertation, Capella University).
   Google Scholar
• Hadjioannou, X., Shelton, N. R., Fu, D., & Dhanarattigannon, J. (2007). The road to a doctoral degree: Cotravelers through a perilous passage. College Student Journal, 41(1), 160–177.
   Google Scholar
• Hermanowicz, J. C. (2016). Faculty perceptions of their graduate education. Higher Education, 72(3), 291–305. doi:10.1007/s10734-015-9955-x
   Web of Science ®Google Scholar
• Holley, K., & Caldwell, M. (2012). The challenges of designing and implementing a doctoral student mentoring program. Innovation in High Education, 37(3), 243–253. doi:10.1007/s10755-011-9203-y
   Google Scholar
• Hollman, A., Bice, M., Ball, J., Bickford, N., Shafer, A., & Bickford, S. (2018). A comparison of scholarly productivity among current professors who obtained terminal degrees. The American Journal of Distance Education, 32(4), 267–282. doi:10.1080/08923647.2018.1511514
   Web of Science ®Google Scholar
• Jacob, J., & Gokbel, V. (2018). Global higher education learning outcomes and financial trends: Comparative and innovative approaches. International Journal of Education Development, 58, 5–17. doi:10.1016/j.ijedudev.2017.03.001
   Web of Science ®Google Scholar
• Johnson, W. B. (2007). Student-faculty mentorship outcomes. In T. D. Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 189–210). Oxford, UK: Blackwell Publishing.
   Google Scholar
• Kumar, S., & Coe, C. (2017). Online mentoring and student support in online doctoral programs. The American Journal of Distance Education, 31(2), 128–142. doi:10.1080/08923647.2017.1300464
   Web of Science ®Google Scholar
• Leão, C., & Ferreira, A. (2013). Shedding light on important mentorship relationships issues in advanced engineering education. Engineering Education (CISPEE), 2013, pages 1–6. Proceedings of the 1st International Conference of the Portuguese Society for Engineering Education (CISPEE), Porto, Oct. 31 2013-Nov. 1.
   Google Scholar
• Lechuga, V. (2011). Faculty-graduate student mentoring relationships: Mentors’ perceived roles and responsibilities. Higher Education, 62(6), 757–771. doi:10.1007/s10734-011-9416-0
   Web of Science ®Google Scholar
• Long, J. S., & Ervin, L. H. (2000). Using heteroscedasticity consistent standard errors in the linear regression model. The American Statistician, 54(3), 217–224.
   Web of Science ®Google Scholar
• Maher, M. A., Ford, M. E., & Thompson, C. M. (2004). Degree progress of women doctoral students: Factors that constrain, facilitate, and differentiate. The Review of Higher Education, 27(3), 385–408. doi:10.1353/rhe.2004.0003
   Web of Science ®Google Scholar
• Mamiseishvili, K. & Rosser, V. (2011). Examining the relationship between faculty productivity and job satisfaction. The Journal of the Professoriate5(2), 100–132.
   Google Scholar
• Middaugh, M. F. (2001). Understanding faculty productivity: Standards and benchmarks for colleges and universities. San Francisco, CA : John Wiley & Sons.
   Google Scholar
• Mullen, C. A., Fish, V. L., & Hutinger, J. L. (2010). Mentoring doctoral students through scholastic engagement: Adult learning principles in action. Journal of Further and Higher Education, 34(2), 179–197. doi:10.1080/03098771003695452
   Google Scholar
• Niles, M., Schimanski, L., McKiernan, E., Alperin, J., & Useche, S. A. (2020). Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations. PLos ONE, 3(15), e0228914. doi:10.1371/journal.pone.0228914
   Google Scholar
• Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476. doi:10.1007/s11162-005-9003-2
   Web of Science ®Google Scholar
• Palepu, A, Friedman, R. H, Barnett, R. C, Carr, P. L, Ash, A. S, Szalacha, L, & Moskowitz, M. A. (1998). Junior faculty members' mentoring relationships and their professional development in us medical schools. academic medicine: Journal of the Association of American Medical Colleges,73(3), 318–323.
   Google Scholar
• Seibold, K. N. 2007. Employers’ perceptions of online education. (Doctoral dissertation, Oklahoma State University).
   Google Scholar
• Sikes, P. (2006) Working in a ‘new’ university: in the shadow of the Research Assessment Exercise? Studies in Higher Education, 31(5),555–568. doi:10.1080/03075070600922758
   Google Scholar
• Sinclair, J., Barnacle, R., & Cuthbert, D. (2014). How the doctorate contributes to the formation of active researchers: What the research tells us. Studies in Higher Education, 39(10), 1972–1986. doi:10.1080/03075079.2013.806460
   Web of Science ®Google Scholar
• Sverdlik, A., Hall, N., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies 13, 361–388.
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistic (6th ed.). Pearson
   Google Scholar
• Teodorescu, D. (2000). Correlates of faculty publication productivity: A cross-national analysis. Higher Education, 39(2), 201–222. doi:10.1023/A:1003901018634
   Web of Science ®Google Scholar
• Tien, F. F., & Blackburn, R. T. (1996). Faculty rank system, research motivation, and faculty research productivity: Measure refinement and theory testing. The Journal of Higher Education, 67(1), 2–22. doi:10.2307/2943901
   Web of Science ®Google Scholar
• Young, K., & Harris, S. (2012). Mentoring doctoral students in educational leadership programs. In Sarah J. Fletcher & Carol A. Mullen, The Sage handbook of mentoring and coaching in education (pp. 339–353). http://dx.doi.org/10.4135/9781446247549
   Google Scholar