Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews

The purpose of this qualitative case study was to examine how online doctoral chairs perceive 

the role of reflective mentoring practices and changing student cross cultural and generational worldviews.


If online instructors minimize the integration of reflective mentoring and relationship building,        the likelihood of online student disengagement may increase. Though researchers conducted empirical studies focused on online facilitation and learners, few conducted studies on online instructors’ perceptions   of reflective mentoring practices related to the changing needs of online generational learners. Dissertation   chairs’ perceptions of challenges, barriers, and issues of online chairs’ reflective practices and engagement  with online Generation Z and V students significantly add to the need for an examination of the change  process needed to prepare online dissertation chairs for future generations of dissertation writers. Online  dissertation students demonstrate higher motivation and engagement levels when online transformational  mentors reflect on changing practices and search for new models to empower students. When online           dissertation mentors become part of a transformational change process, students’ success rates for completion of the dissertation process may increase.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Barbara Fedock
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