Academic journal article Academy of Educational Leadership Journal

Mentoring in Doctoral Programs and Preparedness of Early Career Marketing Educators

Academic journal article Academy of Educational Leadership Journal

Mentoring in Doctoral Programs and Preparedness of Early Career Marketing Educators

Article excerpt


Mentoring and its role in the professional development of new members of a profession has long been a topic of consideration in academic research and in practice (Chandler, Kram, & Yip, 2011; Mc-Dowall-Long, 2004). The long-term effects of a positive mentor-mentee relationship have been noted in various contexts and disciplines. For example, strong mentoring relationships have been associated with career satisfaction (Murphy, 2011; Peluchette & Jeanquart, 2000), higher mentee salaries (Allen, Eby, Poteet, Lentz, & Lima, 2004), and leadership development (Lester, Hannah, Harms, Vogelgesang, & Avolio, 2011).

Mentoring can contribute to improved teaching as well as being an important tool for professional development of mentors and mentees. The basic contention of academic researchers as well as practitioners is that having a good mentor-mentee relationship is very beneficial to the professional success and satisfaction of not only the mentee, but also the mentor (Murphy, 2011; Ugrin, Odom, & Pearson, 2008). For the purposes of this paper, mentoring is conceptualized as a dyadic relationship between a senior member (mentor) of a profession or organization and a junior or new member (mentee). In some cases, the dyad is formal and purposefully assigned; whereas, in other situations, the relationship occurs more organically. In either situation, the mentor serves as a professional role model or guide and actively participates in the professional development of the mentee.

The benefits of mentoring have been noted in the context of higher education in the mentoring of new and junior faculty. Zellers, Howard, and Barcic (2008) note that although the informal practice of mentoring of new faculty has long been established in higher education, colleges and universities have been slow to formalize mentoring programs, and they refer to the current understanding of formalized faculty mentoring programs as being "relatively shallow" (p. 582). The current research addresses the shallowness of understanding by examining the influence that formal mentoring programs have on the development of new and junior faculty as teachers.

This is an extension of Johnston, Milkman, and McCoy's (2013) work that examined doctoral training in teaching of marketing educators

that found that new and junior faculty that received formal teaching training during their doctoral work felt more prepared for teaching early in their careers than those that did not. These authors considered various aspects of teaching training, but not specifically mentoring, as the current research does. Rather, their survey of recent marketing doctoral graduates examined the extent that the recent graduates were exposed to various forms of teacher training (e.g. teaching assistantships, teaching full courses, for-credit teacher training programs, not-for-credit seminars, etc.) in their doctoral programs.

Johnston, Milkman, and McCoy's (2013) study found that a vast majority (>90%) of recent marketing doctoral graduates had either taught full courses or had teaching assistant responsibilities as graduate students; however, far less (<60%) reported having any formal teaching training. Albers-Miller (2007) noted that "many business professors began their teaching careers without formal training on being an effective instructor" (p. 12). This is consistent with other work in the area of teacher training (Griffith, 1997; McCoy & Milkman, 2010). Not surprisingly, the students that reported having formal teacher training also reported that they were better prepared for the teaching function as new and junior faculty. Based on these findings, we expect that marketing faculty who were mentored in their doctoral program will report that they were better prepared to fulfill faculty teaching obligations early in their careers.

Also related to the current study is Ugrin, Odom, & Pearson's (2008) examination of the importance of mentoring for new and junior faculty in terms of research and scholarly activity. …

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