Abstract
Online doctoral programs attract students from a global audience. Expectations for the faculty-student interface and the perceived roles and responsibilities of the student and faculty may vary among cultures. In addition, most doctoral students have other responsibilities unrelated to their education. These variations can cause poor student performance and increase the potential for attrition and lack of dissertation completion. eMentoring can be a tool to support student retention and increase graduation rates and can help students become scholarly researchers in their field of study. Trained and dedicated mentors can assist students who are returning to pursue their doctorate education and transitioning into the scholarly academic community. Building upon the Holistic Mentoring and Coaching Framework (Hollywood et al. 2016), further discussion regarding integrating appreciative inquiry, systems thinking, focused discussion, and a positive mindset is suggested as part of an effective eMentoring program. Practical strategies for using the online learning management system and effective virtual communication technologies are considered and explored.
Presenters
Claudia SantinProfessor of Leadership, College of Business, Concordia University Chicago, Illinois, United States
Details
Presentation Type
Theme
KEYWORDS
EMentoring, Student Diversity, Technology-Assisted, Systems Thinking
