Exploring Novice Academics' Perceptions of Support Structures in ODEL: A Focus on Participative Management and Mentorship
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.
References
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23. 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/s12528-023-09361-6
24. 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.
25. 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-09-2022-0629
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27. Kayyali, M. (Ed.). (2024). Building Resiliency in Higher Education: Globalization, Digital Skills, and Student Wellness: Globalization, Digital Skills, and Student Wellness. IGI Global.
28. 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/0009-0003-1691-1087
29. 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_a8
30. 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/10.1177/25148486221110438
31. 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/1165
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[1]
“Exploring Novice Academics’ Perceptions of Support Structures in ODEL: A Focus on Participative Management and Mentorship”, Soc. sci. humanities j., vol. 8, no. 08, pp. 4681–4694, Aug. 2024, doi: 10.18535/sshj.v8i08.1268.
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