Soller B, Dominguez N, Sood A, Mickel N, Myers O, Tigges B, Wiskur B, Helitzer D, Morales D
University of New Mexico, University of Oklahoma - Health Sciences Center, Arizona State University & University of Maryland, Baltimore County, National Institute of Health.
Chron Mentor Coach. 2021 Dec;5(14):375-382.
The growing application of social network-based theories and methods (Burt et al., 2013) in scholarship on mentoring illustrates that mentoring goes beyond dyadic relationships comprising a senior mentor and a junior protégé (Higgins & Kram, 2001). However, limited data exist on the state of developmental networks of university faculty. This study examines developmental network characteristics among mentors and mentees participating in an ongoing intervention that aims to enhance career success through improved mentoring. Cross-sectional data come from 81 faculty mentors and mentees at three universities in the Southwestern United States. Using the online Modified Mentoring Network Questionnaire (MNQ), participants provided information on relationships with developers, who are people that have taken concerted action, and provided professional and/or personal guidance to help participants advance in their careers. An individual's developmental network comprises relationships with developers. We conducted exploratory analyses examining key characteristics of mentors' and mentees' developmental networks. Participants received psychosocial and career support from an average of 4.9 developers (4.8 and 5.1 for mentors and mentees respectively) from 2.3 arenas (2.2 and 2.4 arenas for mentors and mentees, respectively). While the most common arena was the respondents' current job/position (62%, 64% and 59% for all participants, mentors, and mentees respectively), developers were from graduate school (11%, 6% and 17%); prior jobs/positions (13%, 16% and 9%) and family (8%, 5% and 11%). Our preliminary findings suggest that developers are important for university faculty and that methods and insights from social network analysis can be applied to examine their support networks. As our study is part of an ongoing longitudinal intervention, these findings will inform future analyses that will examine changes in developmental network characteristics and its impact on participants' careers.
基于社交网络的理论和方法（Burt等人，2013年）在指导研究中的应用日益广泛，这表明指导不仅仅局限于由资深导师和初级学员组成的二元关系（Higgins & Kram，2001年）。然而，关于大学教师发展网络状况的数据有限。本研究考察了参与一项旨在通过改善指导来提升职业成就的正在进行的干预措施的导师和学员的发展网络特征。横断面数据来自美国西南部三所大学的81名教师导师和学员。使用在线修改后的指导网络问卷（MNQ），参与者提供了与开发者关系的信息，开发者是采取一致行动并提供专业和/或个人指导以帮助参与者在职业生涯中取得进步的人。个人的发展网络由与开发者的关系组成。我们进行了探索性分析，考察导师和学员发展网络的关键特征。参与者平均从2.3个领域（导师和学员分别为2.2个和2.4个领域）的4.9名开发者（导师和学员分别为4.8名和5.1名）那里获得心理社会和职业支持。虽然最常见的领域是受访者目前的工作/职位（所有参与者、导师和学员分别为62%、64%和59%），但开发者来自研究生阶段（11%、6%和17%）；以前的工作/职位（13%、16%和9%）以及家庭（8%、5%和11%）。我们的初步研究结果表明，开发者对大学教师很重要，并且社交网络分析的方法和见解可用于考察他们的支持网络。由于我们的研究是正在进行的纵向干预的一部分，这些发现将为未来分析提供信息，这些分析将考察发展网络特征的变化及其对参与者职业生涯的影响。
