Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews
The purpose of this qualitative exploratory case study was to examine how online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews. The research question used to guide the study was How do online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews? Online doctoral deans may use this study to promote student centered reflective mentoring.
Doctoral students may have a different world vision and work ethics that are not based on age but on cultural behaviors common to the characteristics of a specific generation. Therefore, doctoral chairs who underestimate the impact of generational differences may need to re-evaluate the one-on-one mentoring process. Online dissertation chairs’ perceptions on the role of reflective mentoring practices and changing student cross cultural and generational worldviews were explored in this study. The purpose of this qualitative exploratory case study was to examine how online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews. The themes that emerged were a lack of identification and reflection on cultural and generational differences, emotional ties, and big picture personal growth. Sub themes were shepherding and guides. The implications were online higher education leaders need to prepare online chairs for the changing needs of Millennial and Generation Z online students who were born after 1980.
