Mentoring Women Faculty: An Instrumental Case Study of Strategic Collaboration

TitleMentoring Women Faculty: An Instrumental Case Study of Strategic Collaboration
Publication TypeJournal Article
Year of Publication2007
AuthorsWashburn, MH
JournalMentoring & Tutoring: Partnership in Learning
Volume15
Issue1
Pagination57-72
Date Published02/2007
ISSN Number 1361-1267
AbstractNumerous studies of college and university faculty have shown that women have fewer mentors and face greater professional isolation, slower rates of promotion, and increased likelihood of leaving an institution before gaining tenure than do their male counterparts. Comparable problems confront women in both national and international corporations as they seek career advancement. To address these problems, many organizations have created formal mentoring programs, which have achieved varying degrees of success. This article presents an instrumental case study of the implementation of a new mentoring model in a university context. The model, strategic collaboration, builds on recent research describing mentoring as a network activity. The collaborative, peer-oriented structure of the approach, which removes many of the problems inherent in traditional mentoring programs while also retaining their benefits, suggests that it can be particularly beneficial for women seeking further career advancement.
NotesAccessed through the Ethics in Science and Engineering National Clearinghouse
URLhttp://www.ethicslibrary.org/resources/217/
DOI10.1080/13611260601037389
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