Faculty and Student Online Mentoring Preferences

Isolation of online doctoral students intensifies when they transition from coursework to the dissertation/capstone phase, limiting them interacting with their mentors. A three-round modified Delphi study was conducted examine mentoring preferences and faculty. The first round provided qualitative data regarding preferred practices for faculty alumni. Round 1 were organized into Likert questions used in second round, which resulted about frequency same participants 1. third importance each preference rated by current students. Findings indicated a dichotomy present that mentees’ academic self-esteem appeared be tied being responsive. Faculty emphasized mentee autonomy while mentees wanted frequent contact