Professional and Organizational Development Network in Higher Education
Date of this Version
2016
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2016) 35(2)
Abstract
In these economic times, retention of new faculty, particularly minority and international faculty, is a high priority. In this study, retention of new faculty from 2006 to 2013 was compared for participants and nonparticipants in a formal mentoring program. Retention was 92% for participating faculty and 58% for nonparticipating new faculty. For African American faculty, retention was 86% for participating and 56% for nonparticipating. Participating international faculty were retained at 100% and nonparticipating at 61%. The results indicate that mentoring programs including both individual and group mentoring provide a supportive community and self validation to new faculty, leading to high retention rates.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND