• Journal of Digital Convergence
• /
• v.20 no.4
• /
• pp.15-21
• /
• 2022

This study is aim to explore the key variables that can improve entrepreneurial intentions. In this regard, we focused on mentor-mentee fitness as a variable that can improve entrepreneurial intentions. Therefore, this study identifies the concept of mentor-mentee fitness and provides its role. In addition, the importance of mentor-mentee fitness is to be verified through the effect on entrepreneurship intention. Moreover, the mediating effect of trust in mentor was verified in the process that mentee-mentor fitness induces entrepreneurial intentions. To verify this, we conducted an empirical study targeting entrepreneurs. The results of this study are summarized as follows. First, it was confirmed that mentor-mentee fitness had a significant positive effect on trust in mentor. Second, mentor-mentee fitness had a significant positive effect on entrepreneurial intention. Third, trust in mentor had a significant positive effect on entrepreneurial intentions. Fourth, trust in mentor positively mediated the relationship between mentor-mentor fitness and entrepreneurial intention. Based on this, this study emphasized the importance of mentor-mentee fitness as a variable that can induce entrepreneurial intention. Although the study on mentor-mentee fitness have not been actively conducted, attempts using this variable have shown the value of this study.

• Journal of Digital Convergence
• /
• v.20 no.5
• /
• pp.303-308
• /
• 2022

This study is aim to explore the key variables that can improve the relationship between mentor-mentee fit and the relationship of mentor-mentee fit as a prerequisite in improving entrepreneurial intention. In addition, the mediating effect of entrepreneurship was verified in the process of mentee-mentor suitability inducing entrepreneurial will. To verify this, a survey was conducted on per-founders and early founders. The results of this study are as follows. First, in relation to the measures to improve the entrepreneurial will, mentor-mentee suitability was verified to have a positive effect on entrepreneurial will through entrepreneurship. Second, it was verified that mentor-mentee fit had a positive effect on the formation of entrepreneurship; third, entrepreneurship could have a direct effect on the intention of entrepreneurship. This study suggests that the more mentor-mentee fits entrepreneurs, the better the level of entrepreneurship. In addition, high level of entrepreneurship can play a role in further promoting the will to start a business.

• Journal of Information Technology Services
• /
• v.20 no.4
• /
• pp.69-80
• /
• 2021

Many studies have discussed the effectiveness of mentoring from a mentor or mentee perspective. However, it is is necessary to deeply understand the formal mentoring relationship from the perspective of both the mentor and the mentee because the mentoring relationship is the interaction between the mentor and the mentee. Therefore, in this study, the mentors' role through IPA was compared and analyzed from the perspective of mentors and mentees. A survey was conducted on 376 employees of the financial bank, and the managers in charge of the company's official workplace mentoring and employees who participated in the mentoring program were interviewed. As a result of the analysis, mentors are more satisfied with the rewarding experience, while mentees are satisfied with commitment, and organizational ascendency and impact. In addition, mentees judge that "Coach", "Provides support", "Provides vision & widens horizons", "Broaden experience", "Cooperation", "Motivates", "Networking ability", "Provide cross-functional information", "Role model", "Share credit", "Teacher", and "Transfer skills, leadership, & technology" are important as mentor's roles are important. Therefore, in order to foster mentors for effective workplace mentoring, it is necessary to educate the mentor in advance about the mentors' role that the mentee considers to be important.

• Journal of The Korean Association For Science Education
• /
• v.39 no.1
• /
• pp.115-128
• /
• 2019

The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.

• Journal of the Korean Chemical Society
• /
• v.58 no.6
• /
• pp.638-648
• /
• 2014

The purpose of this study was to examine mentor teachers' difficulties during their collaborative mentoring process to improve beginning science teachers' teaching practice. Participants were fourteen science teachers. This study collected questionnaires for mentor teachers' perception of the mentoring program, questionnaires for mentor teachers' efficacy, a record and transcript of interview, a record and transcript of mentoring conversation, and mentor teachers' journals for the study. The result showed that mentor teachers were having difficulties with mentee teachers when they have different major or work in different levels of school, and they found it hard to set aside time for mentoring due to heavy amount of school work. Also, they had low self-confidence experiencing a lack of expertise as a mentor teacher, and some mentor teachers were having difficulties in building a rapport with mentee teachers. Mentor teachers had difficulties as well when they have different point of view with mentee teachers about mentoring.

• Research in Community and Public Health Nursing
• /
• v.19 no.4
• /
• pp.554-563
• /
• 2008

Purpose: The purpose of this study was to investigate elders' experience in a mentoring program and preferred characteristics of the program. Methods: Two hundred and ten elders dwelling in Sungnam-si. Korea participated in the survey from April 1 to May 30, 2008. Using SPSS Win 10.0, descriptive statistics, Chi-square test, and t-test were performed. Result: About two thirds of the elders had experience as a mentee, and a large number of them reported that it was helpful. Compared to those without, the elders with the mentee experience were more likely to perceive that it is easier to build a mentor-mentee relationship. The most common reason for wanting a mentee experience was loneliness, whereas the most frequent reason for not wanting was feeling a burden when meeting a stranger. Preferred characteristics of a mentoring program differed between the elders who had the mentee experience and those who did not. Conclusion: This study concluded that a mentoring program is highly likely to provide psycho-social support to the elderly, Also, a large number of the elders who had never had a mentor-mentee relationship wanted to have it in the future. This study suggests that healthcare professionals include a mentoring program in healthcare services for the elderly, considering preferred characteristics of a mentor-mentee relationship.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.8 no.9
• /
• pp.563-571
• /
• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• The Journal of the Korea Contents Association
• /
• v.6 no.3
• /
• pp.116-124
• /
• 2006

Mentoring is defined as a sustained relationship between a mentor and a mentee. Through continued involvement, the mentor offers support, guidance, and assistance as the mentee faces new challenges, or works to correct earlier problems. A mentoring for cooperative learning has many merits including higher order thinking, collaborative competencies, socialization and development. In this paper, a U(Ubiquitous)-CoMM(Community of mentor & mentee) system was supposed to design an instructional learning strategy using cyber community of mentor & mentee in a ubiquitous environment. The proposed system provides participants with campus mentoring program in which they share their experience and expertise. By experimental result showed that the proposed system is effect in education about cooperative learning than existing system.

• Journal of The Korean Association For Science Education
• /
• v.25 no.6
• /
• pp.635-641
• /
• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• Journal of Korea Society of Industrial Information Systems
• /
• v.20 no.5
• /
• pp.71-80
• /
• 2015

In this paper, we propose an efficient method for a university mentor-mentee system to assist the completion of a student's major study in a university. The proposed system connects undergraduate students from a freshman through a senior by the cascade type, and a mentor student in a sophomore or a junior year acts as a mentee at the same time. A mentee can get help not only from his direct senior mentor but also from all his senior mentors. Based on this, all students can be organically connected to each other, and then the students in the department can establish intimate relationships among themselves, which will in turn induce a good learning environment in the major education. The proposed mentoring system has been actually applied to the department students of computer engineering. The questionnaire surveys have been conducted targeting the participated student mentors and mentees, and then the operation results of the proposed system are analyzed in this paper.