A mixed method mentorship audit: assessing the culture that impacts teaching and learning in a polytechnic
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The benefits of mentorship to individuals in post-secondary relate to wellbeing, satisfaction, and perceived success which translates to organizational commitment. Mentorship improves skills in academic roles and leadership, yet a disconnect remains on what mentees and mentors expect and what institutions provide. Supports are required for mentorship to be effective in empowering employees and creating a culture that espouses competence and autonomy through collaboration and creativity. The aim of this research was to replicate and advance an earlier study assessing nursing and health sciences in a polytechnic to describe the perceived mentorship culture for faculty, professional services, and leadership, across a provincial organization. This was accomplished through a sequential descriptive mixed methods study assessing the building blocks and hallmarks of a Mentorship Culture Audit. This paper reports on both the comparative assessment from 2013 and this new quantitative survey, along with a qualitative component enhancing the understanding of the mentorship culture within a polytechnic providing a variety of programming for vocational students. The audit revealed the employee perception of a mentorship culture to a mean of 4.52 on a seven-point Likert scale and noted areas of strength or infrastructure to be developed. Qualitative data portrayed further understanding where hallmarks of mentorship promoted or were lacking for informal or formal structures. Organizations benefit from mentorship. Tailoring mentorship to a framework ensures mentorship is anchored for success. This study is unique in its replication, the mixed methods approach, and its originality as an organizational level mentorship assessment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it