Learning to lead: Higher education faculty explore self-mentoring

Abstract

Using collective case-study inquiry the research question of how a formal semi-structured self-mentoring programme can support professional growth and faculty leadership development for new and existing university faculty is explored. A research project was funded through the University of North Carolina-Wilmington Charles L. Cahill Award. Participants were recruited from a south eastern university. The results suggest that self-mentoring is a process to support faculty’s individualized path to both acclimation and growth in higher education through increased confidence as self-leaders.

Keywords

• coach
• mentor
• self-mentoring
• higher education
• faculty
• leadership
• case study