Professional and Organizational Development Network in Higher Education
To Improve the Academy: A Journal of Educational Development
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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.
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Comments
License: CC BY-NC-ND