Managing perceived coping behavior while mentoring doctoral students

Abstract

This exploratory research study examined the perceived behaviors of doctoral students by faculty member mentors through a concurrent triangulation design using quantitative survey and ethnography observational methods. Through the perspective of Kirton's Adaption-Innovation theory, a doctoral cohort class was observed over the length of their studies. The cohort's faculty members, acting as mentors, hypothesized that some student's behavioral attitude changed from the initial course to the final stages of dissertation submission. This study shows that some doctoral students exhibited coping behaviors that indicated a perceived behavioral shift. Through the awareness of these behaviors, faculty members could develop techniques to help manage the mentor and mentee relationship.