Document Type

Article

Abstract

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members’ integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.

Publication Date

February 2011

Publication Title

Administrative Issues Journal

Volume

1

Issue

1

Included in

Education Commons

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