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dc.contributor.authorCureton, Debra
dc.date.accessioned2018-12-09T12:39:41Z
dc.date.available2018-12-09T12:39:41Z
dc.date.issued2010-07-31
dc.identifier.issn1815-804X
dc.identifier.urihttp://hdl.handle.net/2436/621973
dc.description.abstractAn auto-ethnographical methodology was used to collect field notes and reflective data over a three year period, which focused on the implementation of a formal staff mentoring scheme within a Higher Education setting. Through the analysis of collected data, observations about the implementation, process and outcomes have been made. Suggestions about the interactional nature of time invested into a mentoring relationship, the nature of the mentoring relationship, personal and organisational investment and the benefits of mentoring have also been proposed.en_US
dc.formatapplication/pdfen_US
dc.language.isoenen_US
dc.publisherEMCCen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectmentoringen_US
dc.subjectdevelopmenten_US
dc.subjectautoethnographyen_US
dc.titleFactors of success for formal mentoring in Higher Education: Exploration through autoethnographyen_US
dc.typeJournal article
dc.identifier.journalThe International Journal of Mentoring and Coachingen_US
refterms.dateFOA2018-12-09T12:39:41Z


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