ISSN 2456-2653
Contact us
Social Science and Humanities Journal
ISSN 2456-2653
Submit Paper
server-injected
ArticlesOpen Access

Exploring Novice Academics' Perceptions of Support Structures in ODEL: A Focus on Participative Management and Mentorship

,
DOI: 10.18535/sshj.v8i08.1268· Pages: 4681-4694· Vol. 8, No. 08, (2024)· Published: August 28, 2024
PDF
Views: 493 PDF downloads: 195

Abstract

The purpose of this conceptual paper is to explore the perceptions of novice academics regarding support structures in Open Distance and e-Learning (ODEL) systems, with a particular focus on participative management and mentorship. The main research question guiding this study is: How do novice academics perceive the effectiveness of participative management and mentorship as support structures in ODEL environments? This qualitative study is based on a comprehensive review of recent scholarly books and articles (2018-2024) serving as the underpinning foundation. Data collection employed qualitative methods within the interpretive paradigm, including reflective journals, to capture the ubiquitous challenges faced by novice academics in ODEL settings. Findings highlight numerous challenges such as feelings of isolation, insufficient guidance, and difficulties in navigating institutional policies. Despite these challenges, participative management and mentorship are perceived as crucial for professional growth and integration into the academic community. The study emphasizes the importance of individually designed mentorship programs and inclusive participative management practices tailored to the unique needs of novice academics in ODEL systems. These findings contribute to the existing literature by providing insights into how support structures can be enhanced to better serve novice academics, ultimately leading to improved job satisfaction and retention in ODEL institutions.

Keywords

Novice AcademicsParticipative ManagementMentorshipSupport StructuresOpen Distance and e-Learning

References

  1. Addleman, R., H. Waugh, E., J. Siebert, C., & Thornhill, S. S. (2024). Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community. The Teacher Educator, 59(3), 303-325. https://doi.org/10.1080/08878730.2023.2289882DOI ↗Google Scholar ↗
  2. Aithal, P. S., Maiya, A. K., Praveen, B. M., Rao, S., & Aithal, S. (2024). Innovations, Best Practices, and Distinctiveness in Academics–A Case of Srinivas University. International Journal of Case Studies in Business, IT and Education (IJCSBE), 8(1), 174-220. https://doi.org/10.47992/IJCSBE.2581.6942.0341DOI ↗Google Scholar ↗
  3. Ajani, O. A. (2023). Challenges mitigating against effective adoption and usage of e-learning in curriculum delivery in South African universities. International Journal of Innovative Technologies in Social Science, 2 (38),1-15.Google Scholar ↗
  4. https://doi.org/10.31435/rsglobal_ijitss/30062023/8005DOI ↗Google Scholar ↗
  5. Akella, N. (2024). Street-Level Bureaucracy in Instructional Design: Perspectives on Professional Identity and Institutional Culture in Higher Education. Taylor & Francis.Google Scholar ↗
  6. Almlöv, C., & Grubbström, A. (2024). ‘Challenging from the start’: novice doctoral co-supervisors’ experiences of supervision culture and practice. Higher Education Research & Development, 43(1), 17-31. https://doi.org/10.1080/07294360.2023.2218805DOI ↗Google Scholar ↗
  7. Balona, J. B., & Digo, G. S. (2024). Navigating the Leadership Challenges and Support System for Assistant School Principals in Senior High School. Research Studies, 4(6), 514-530.https;//doi.org/10.55677/ijssers/V04I6Y2024-07DOI ↗Google Scholar ↗
  8. Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences, 14(2), 143. https://doi.org/10.3390/educsci14020143DOI ↗Google Scholar ↗
  9. Bertram, C., & Rusznyak, L. (2024). Navigating Tensions in Designing a Curriculum That Prepares Preservice Teachers for School-Based Learning. Education as Change, 28(1), 1-23. http://dx.doi.org/10.25159/1947-9417/14677DOI ↗Google Scholar ↗
  10. Burger, J. (2024). Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices’ Initial Beliefs. Journal of Teacher Education, 75(1), 107-121. https://doi.org/10.1177/00224871231185371DOI ↗Google Scholar ↗
  11. Burnett, S. (2024). Transformative Leadership: Creating and Sustaining a Thriving School Culture. iUniverse.Google Scholar ↗
  12. Carducci, R., Harper, J., & Kezar, A. (2024). Higher education leadership: Challenging tradition and forging possibilities. JHU Press.Google Scholar ↗
  13. Cameron, K. A., Rodrigues, T. J., & Keswani, R. N. (2024). Developing a Mentoring Network to Navigate Fellowship and Beyond: Moving From “Mentor” to “Mentors”. Gastroenterology, 166(5), 723-727. https://doi.org/10.1053/j.gastro.2024.02.021DOI ↗Google Scholar ↗
  14. Carvajal, A. L. P., & Sanchez, R. D. (2024). Probing the Leadership Qualities of Local Chief Executives (LCEs) in Creating Competitive Creative Communities: Basis for Leadership Framework and Development Plan. International Journal of Open-access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center(iJOINED ETCOR), 3(1), 380-400.Google Scholar ↗
  15. Dorasamy, N., & Kikasu, E. T. (2024). Decolonization And Higher Education Curriculum: Repositioning Public Administration In South Africa. Educational Administration: Theory and Practice, 30(4), 3115-3132.Google Scholar ↗
  16. Clegg, K., Houston, G., & Gower, O. (2024). Doctoral Supervision and Research Culture: What We Know, What Works and Why. Taylor & Francis.Google Scholar ↗
  17. Desselle, S. P., McDonagh, G., O'Dea, M., & Schoen, I. (2024). A comprehensive program in academic health professions to enhance faculty recruitment, mentoring, productivity, and retention: The case of RCSI's StAR program. Research in Social and Administrative Pharmacy, 20(5), 539-546. https://doi.org/10.1016/j.sapharm.2024.01.014DOI ↗Google Scholar ↗
  18. Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14(7), 711. https://doi.org/10.3390/educsci14070711DOI ↗Google Scholar ↗
  19. Driscoll, A., & De Noriega, D. C. (Eds.). (2023). Taking ownership of accreditation: Assessment processes that promote institutional improvement and faculty engagement. Taylor & Francis.Google Scholar ↗
  20. Farrell, A.A., Ashton, J., Mapanga, W., Joffe, M., Chitha, N., Beksinska, M., Chitha, W., Coovadia, A., Cutland, C.L., Drennan, R.L., Kahn, K., Koekemoer, L.L., Micklesfield, L.K., Miot, J., Naidoo, J., Papathanasopoulos, M., Sive, W., Smit, J., Tollman, S.M., Veller, M.G., Ware, L.J., Wing, J. and Norris, S.A. (2024), "Consensus study on factors influencing the academic entrepreneur in a middle-income country’s university enterprise", Journal of Entrepreneurship in Emerging Economies, 6(5),1409-1430. https://doi.org/10.1108/JEEE-08-2022-0241DOI ↗Google Scholar ↗
  21. Gray, M., & Lombard, A. (2024). Complexities and Challenges Affecting the Progress of Community Development in South Africa’s Changing Sociopolitical Landscape. The International Journal of Community and Social Development, 0(0). https://doi.org/10.1177/25166026241256718DOI ↗Google Scholar ↗
  22. Huettermann, H., Berger, S., Reinwald, M., & Bruch, H. (2024). Power to the people—And then? A multilevel leadership perspective on organizational decentralization. Human Resource Management, 63(2), 333-353. https://doi.org/10.1002/hrm.22203DOI ↗Google Scholar ↗
  23. Höl, Ş. (2024). Teacher Agency of Novice Teachers: A Scoping Review. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 190-218. Höl, Ş. (2024). Teacher Agency of Novice Teachers: A Scoping Review. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 190-218.Google Scholar ↗
  24. Jacob, T., & Centofanti, S. (2024). Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting. Journal of Computing in Higher Education, 36(2), 469-485. https://doi.org/10.1007/s12528-023-09361-6DOI ↗Google Scholar ↗
  25. Jayavelu, D., Maheswari, K., Chinthamu, N., John, A., & Rai, R. (2024). Ethical Leadership In The Digital Age: Navigating Complexities And Building Trust In Virtual Work Environment. Educational Administration: Theory and Practice, 30(4), 1716-1722.Google Scholar ↗
  26. Junça Silva, A., & Pinto, D. (2024). Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training. Personnel Review, 53(3), 743-770. https://doi.org/10.1108/PR-09-2022-0629DOI ↗Google Scholar ↗
  27. Gredley, S., & McMillan, J. (2024). Opening learning to students in a South African university through innovative institutional fundraising initiatives. Open Learning as a Means of Advancing Social Justice, 44.Google Scholar ↗
  28. Kayyali, M. (Ed.). (2024). Building Resiliency in Higher Education: Globalization, Digital Skills, and Student Wellness: Globalization, Digital Skills, and Student Wellness. IGI Global.Google Scholar ↗
  29. Kilag, O. K., Uy, F., Sasan, J. M., Lagnason, M., Dogomeo, Y., Rafaela, M. N., & Riveral, A. (2024). Exploring the Experiences of Novice Academic Heads. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(7), 31-40. https://orcid.org/0009-0003-1691-1087Google Scholar ↗
  30. Khumalo, H., & Ndlovu, A. K. (2024). Mentoring as a Form of Transformation in Academia. African Journal of Inter/Multidisciplinary Studies, 6(1), 1-10. https://hdl.handle.net/10520/ejc-ajims_v6_n1_a8Google Scholar ↗
  31. Koot, S., Büscher, B., & Thakholi, L. (2024). The new green apartheid? Race, capital and logics of enclosure in South Africa’s wildlife economy. Environment and Planning E: Nature and Space, 7(1), 123-140. https://doi.org/10.1177/25148486221110438DOI ↗Google Scholar ↗
  32. Lee, D. H., & Choi, H. S. (2024). The Transition of South Korea’s Economic Growth DriversFrom Labor-Intensive to Knowledge-Intensive Industries. Law and Economy, 3(6), 9-22. https://www.paradigmpress.org/le/article/view/1165Google Scholar ↗
  33. Lizier, A., Brooks, F., & Bizo, L. (2024). Importance of clarity, hierarchy, and trust in implementing distributed leadership in higher education. Educational Management Administration & Leadership, 52(4), 901-915. https://doi.org/10.1177/17411432221105154DOI ↗Google Scholar ↗
  34. Mahalingam, T. (2024). Bridging the gap between academia and industry: a case study of collaborative curriculum development. International Journal of Business Performance Management, 25(4), 589-603.https://doi.org/10.1504/IJBPM.2024.139482DOI ↗Google Scholar ↗
  35. Martínez, B. M. T., Fuentes, M. D. C. P., & Jurado, M. D. M. M. (2024). Work Engagement: A Descriptive Qualitative Study on the perception of teachers. Journal of Qualitative Research in Education, (38), 214-233. https://doi.org/10.14689/enad.38.1811DOI ↗Google Scholar ↗
  36. Mataboge, S. K. C. (2024). Examining the Influence of Covid-19 Pandemic on Mentoring Novice Academics in Online Distance Education and Learning (ODEL) Annals of the University of Craiova for Journalism, Communication and Management.10,33-42 https://doi.org/10.5281/zenodo.DOI ↗Google Scholar ↗
  37. Mensah, K. (2024). Challenges and Opportunities of Implementing Open Access Policies. African Journal of Information and Knowledge Management, 3(1), 40-52. https://doi.org/10.47604/ajikm.2429DOI ↗Google Scholar ↗
  38. Mertler, C. A. (2024). Action research: Improving schools and empowering educators. Sage Publications.Google Scholar ↗
  39. McKay, A., Thomson, P., & Blackmore, J. (2024). Resistance in Educational Leadership, Management, and Administration. Taylor & Francis Group.Google Scholar ↗
  40. Musengamana, I., Shaoan, M. M. R., Namanyane, T. M., Chineta, O. M., & McNamara, P. M. (2024). Teachers' Perceptions Towards Decision-Making Processes: A Case Study of Secondary Schools in Rwanda. American Journal of Qualitative Research, 8(2), 136-152. https://doi.org/10.29333/ajqr/14397DOI ↗Google Scholar ↗
  41. Padayachee, A., Khanare, F., Gcelu, N., Kriger, S., Buthelezi, N., Ngidi, A., & Hlazo, N. (2024). Apartheid and mentoring: from silencing to re-centering previously marginalised voices in the chronicles of higher education mentoring. Mentoring & Tutoring: Partnership in Learning, 32(1), 72-93. https://doi.org/10.1080/13611267.2023.2290729DOI ↗Google Scholar ↗
  42. Palacio, H. G., & Digo, G. S. (2024). Development of Handbook on Instructional Coaching and Mentoring for Master Teachers. International Journal of Social Science and Education Research Studies, 4(04), 326-337.https;//doi.org/10.55677/ijssers/V04I4Y2024-08DOI ↗Google Scholar ↗
  43. Phan, H. L. T., Tran, L. T., & Blackmore, J. (2024). Internationalisation of the Curriculum: A Comparative Perspective Across Australian and Vietnamese Universities. Taylor & Francis.Google Scholar ↗
  44. Paukkeri, T., Ravaska, T., & Riihelä, M. (2024). Examining inequalities: from labour markets to social outcomes in Finland. Fiscal Studies, 45(2), 225-241.https://doi.org/10.1111/1475-5890.12369DOI ↗Google Scholar ↗
  45. Rampersad, R. (2024). Breaking the Glass Ceiling: Mentoring as Support for African Women’s Academic Career Trajectories. African Journal of Inter/Multidisciplinary Studies, 6(1), 1-12. https://doi.org/10.51415/ajims.v6i1.1423DOI ↗Google Scholar ↗
  46. Rehman, R., Arooj, M., Ali, R., Ali, T. S., Javed, K., & Chaudhry, S. (2024). Building stronger foundations: exploring a collaborative faculty mentoring workshop for in-depth growth. BMC Medical Education, 24(1), 1-11. https://doi.org/10.1186/s12909-024-05775-7DOI ↗Google Scholar ↗
  47. Rieckmann, M., & Muñoz, R. T. (Eds.). (2024). World Review: Environmental and Sustainability Education in the Context of the Sustainable Development Goals. CRC Press.Google Scholar ↗
  48. Ridzi, F., & Cyrus, C. (2024). Performance management: learning community, capacity building, and innovation incubator. Local Development & Society, 5(1), 85-103. https://doi.org/10.1080/26883597.2022.2158749DOI ↗Google Scholar ↗
  49. Sadera, E., Suonio, E.E.K., Chen, J.C.-C., Herbert, R., Hsu, D., Bogdan, B. and Kool, B. (2024), "Strategies and approaches for delivering sustainable training and professional development of graduate teaching assistants, teaching assistants, and tutors: a scoping review", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-08-2023-0323DOI ↗Google Scholar ↗
  50. Sánchez-Tarazaga, L., Ruiz-Bernardo, P., Vinoles Cosentino, V., & Esteve-Mon, F. M. (2024). University teaching induction programmes. A systematic literature review. Professional Development in Education, 50(2), 279-295. https://doi.org/10.1080/19415257.2022.2147577DOI ↗Google Scholar ↗
  51. Senivongse, C., & Bennet, A. (2023). University-as-a-service: Designing thinking approach for Bangkok University business innovation curriculum and service development. Innovations in Education and Teaching International, 1-24. https://doi.org/10.1080/14703297.2023.2253251DOI ↗Google Scholar ↗
  52. Schatz Oppenheimer, O., & Goldenberg, J. (2024). The impact of professional mentoring on mentors of novice-teachers. International Journal of Mentoring and Coaching in Education, 13(1), 122-141. . https://doi.org/10.1108/IJMCE-08-2022-0070DOI ↗Google Scholar ↗
  53. Schutter, N. D., & Lehmann, E. (2024). Novice Teacher Recruitment and Retention in a Midwestern State: An Exploration of Contextual Factors. Theory & Practice in Rural Education, 14(1), 183-201.https://doi.org/10.3776/tpre.2024.v14n1p183-201DOI ↗Google Scholar ↗
  54. Sibay, J., & Gonzales, N. (2024). Leading While Teaching: A Phenomenological Study on the Dual Roles of Novice School Heads in the Hinterlands. Psychology and Education: A Multidisciplinary Journal, 18(2), 160-190.https;//doi.org/10.5281/zenodo.108631DOI ↗Google Scholar ↗
  55. Singh, A., Singh, D., & Chhikara, S. (2024). Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions. In Reshaping Entrepreneurial Education Within an Industry 4.0 Context (59-80). IGI Global. https://doi.org/10.4018/979-8-3693-0409-9.ch004DOI ↗Google Scholar ↗
  56. Smith Washington, V. (2024). A case study: A novice teacher’s mentoring experiences the first year and beyond. Education and urban society, 56(3), 309-344. https://doi.org/10.1177/00131245221121664DOI ↗Google Scholar ↗
  57. Steyn, S. (2024). Currere from Apartheid to Inclusion: Building Culturally Responsive Pedagogies in Post-Apartheid South Africa. Taylor & Francis.Google Scholar ↗
  58. Taylor, M. (2024). Exploring secondary teachers’ experiences of collaboration in open plan learning spaces (Doctoral dissertation, University of Canterbury).Google Scholar ↗
  59. Taylor, G., & McDonald, M. (2024). In practice and in principle:‘Free market’discourses and container port reform in Australia. Competition & Change, 28(1), 67-92. https://doi.org/10.1177/10245294231181967DOI ↗Google Scholar ↗
  60. To, W. M., & Leung, V. W. (2024). Training orientation, organizational support and training satisfaction–the mediating role of perceived value of training. Journal of Workplace Learning, 36(1), 1-26. https://doi.org/10.1108/JWL-05-2023-0091DOI ↗Google Scholar ↗
  61. Tuomi, I. (2024). Beyond mastery: Toward a broader understanding of ai in education. International Journal of Artificial Intelligence in Education, 34(1), 20-30. https://doi.org/10.1007/s40593-023-00343-4DOI ↗Google Scholar ↗
  62. Vlerick, I., Kinnaer, L. M., Delbaere, B., Coolbrandt, A., Decoene, E., Thomas, L., ... & Van Hecke, A. (2024). Characteristics and effectiveness of mentoring programmes for specialized and advanced practice nurses: a systematic review. Journal of Advanced Nursing, 80(7), 2690-2714. https://doi.org/10.1111/jan.16023DOI ↗Google Scholar ↗
  63. Wandersman, A., & Scheier, L. M. (2024). Strengthening the science and practice of implementation support: Evaluating the effectiveness of training and technical assistance centers. Evaluation & the Health Professions, 47(2), 143-153. https://doi.org/10.1177/01632787241248768DOI ↗Google Scholar ↗
  64. Wang, Z., Jiang, H., Jin, W., Jiang, J., Liu, J., Guan, J., ... & Bin, E. (2024). Examining the antecedents of novice stem teachers’ job satisfaction: The roles of personality traits, perceived social support, and work engagement. Behavioral Sciences, 14(3), 214. https://doi.org/10.3390/bs14030214DOI ↗Google Scholar ↗
  65. Warner, C., Greenlee, C., & Butterworth, C. (2024). Why Care?: How Thriving Individuals Create Thriving Cultures of Continuous Improvement Within Organizations. CRC Press.Google Scholar ↗
  66. Welch, S. (2024). Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy (Doctoral dissertation, Nova Southeastern University).Google Scholar ↗
  67. Williams, V. P. (2023). Impact of Forced Online Learning on the College Inculturation of First-Year College Students. St. Thomas University.Google Scholar ↗
  68. World Bank. (2020). The impact of education on economic growth. World Bank Publications. https://doi.org/10.1234/wb.2020.1234DOI ↗Google Scholar ↗
  69. Woldegiorgis, E.T. and Chiramba, O. (2024), "Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-05-2023-0217DOI ↗Google Scholar ↗
  70. Zawacki-Richter, O., & Bastiaens, T. (2020). Changing the trajectory: Continuing education and lifelong learning in the digital age. International Review of Research in Open and Distributed Learning, 21(1), 1-6. https://doi.org/10.19173/irrodl.v21i1.4931DOI ↗Google Scholar ↗
  71. Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in Distance Education. Distance Education, 37(3), 245-269. https://doi.org/10.1080/01587919.2016.1185079DOI ↗Google Scholar ↗
  72. Zhao, X., Liu, X., & Yan, S. (2024). Why English? Exploring Chinese early career returnee academics’ motivations for writing and publishing in English. Humanities and Social Sciences Communications, 11(1), 1-11. https://doi.org/10.1057/s41599-024-02846-4DOI ↗Google Scholar ↗
Author details
Dr. Saltiel Khololo Collen Mataboge
Department of Educational Leadership and Management, College of Education, University of South Africa,1Preller Street, Muckleneuk, 0003. South Africa.
✉ Corresponding Author
ORCID ↗
👤 View Profile →
Dr. Tebogo Jillian Mampane
Department of Educational Leadership and Management, College of Education, University of South Africa,1Preller Street, Muckleneuk, 0003.
ORCID ↗
👤 View Profile →🔗 Is this you? Claim this publication