Master of Arts in Higher Education (MAHE) Theses
Date of Award
2015
Document Type
Thesis
Degree Name
Master of Arts (MA)
First Advisor
Timothy Herrmann
Second Advisor
Todd Ream
Third Advisor
Skip Trudeau
Abstract
A deepened understanding of the impact mentorship has on the formation of college student self-authorship proves necessary to best inform the mentoring practices of student affairs practitioners. The present study therefore examined the impact a mentoring relationship with a student affairs professional has on the development of student self-authorship. Through a qualitative approach, the current research took the responses of sixteen student mentees to determine the impact of mentorship and then identified the key aspects of mentoring most significant in fostering self-authorship. The report below presented essential characteristics for a student affairs mentor and effective mentoring approaches.
Recommended Citation
Henry, Grant M., "Mentoring Self-Authorship: A Qualitative Study on the Impact of Mentoring on Self-Authorship" (2015). Master of Arts in Higher Education (MAHE) Theses. 39.
https://pillars.taylor.edu/mahe/39