Mentoring women faculty: an instrumental case study of strategic collaboration

Numerous 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...

Full description

Saved in:
Bibliographic Details
Published inMentoring & tutoring Vol. 15; no. 1; pp. 57 - 72
Main Author Wasburn, Mara H.
Format Journal Article
LanguageEnglish
Published Routledge 01.02.2007
Subjects
Career Development
Case Studies
College Faculty
Cooperation
Indiana
Mentors
Peer Relationship
Program Effectiveness
Research Universities
Tenure
Women Faculty
Indiana
Online AccessGet full text

Cover

More Information
Summary:Numerous 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.
ISSN:1361-1267
1469-9745
DOI:10.1080/13611260601037389