Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education, Health & Behavior Studies

First Advisor

Zarrina Azizova

Abstract

Doctoral student success is heavily influenced by the quality of mentoring and advising relationships with graduate faculty, yet doctoral student completion rates remain at a low rate of around 50%. The purpose of this quantitative study was to examine the mentoring relationships of doctoral students by surveying doctoral students and graduate faculty who mentor graduate students to identify their expectations for the mentor and mentee in the mentoring relationship. Data were collected from 155 students and 68 faculty in the spring 2024 semester at the University of North Dakota, a Midwest R2 institution. Nonparametric statistical analysis revealed several misalignments between faculty and students and between the current frequency of interactions and the preferred frequency of interactions of mentors. Differences were also found in expectations when considering student characteristics of gender, international student status, academic discipline, and program modality. The findings of this study underscore the need for individualized mentoring practices and institutional strategies to support and promote positive mentoring relationships and experiences.

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