Mentoring for Wellbeing in Higher Education
Notice bibliographique
Résumé
This volume of the Perspectives on Mentoring Series focuses on the connections between mentoring and wellbeing in organizational cultures within higher education institutions. Increasing competition, societal pressures, and the changing nature of the cultures within the United States and Canada, the countries represented in this volume’s chapters, have created complex personal, social, and institutional problems that have negatively affected the wellbeing of individuals, and subsequently institutional success. As a result, higher education institutions need to become more actively engaged in creating initiatives, programs, activities, and organizational cultures that support the wellbeing of students, faculty, staff, and administrators. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This book proposes that one of the key avenues for fostering wellbeing in institutions of higher education is through mentoring. However, the research on the positive impact that mentoring can have on the mental health and wellbeing of both the mentor and mentee in higher education is fairly limited. This edited volume expands and adds to the existing literature on mentoring in higher education, by offering a collection of works that examine the connection between mentorship and wellbeing in relation to potential students, undergraduate and graduate students, and faculty and leaders. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the higher education settings. Chapters in this volume describe mentoring of emerging adults and students through positive relationships, illustrate the impact of peer mentoring, mindfulness, resilience-growing, capacity building, and leadership development initiatives on undergraduate students, detail positive and effective mentoring strategies to growing wellbeing and thriving of graduate students, and discuss studies and models for nurturing and promoting wellbeing among faculty and leaders in higher education institutions. Through their chapters, authors present stories and perspectives regarding higher education endeavors or research studies to foster a greater understanding of how mentoring can enhance the wellbeing of varied constituencies in higher education. In addition, there are common themes about fostering wellbeing in higher education institutions that permeate these hapters, provide ideas for reflection, and create a body of knowledge and new avenues for future research and study.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».