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Norms in Graduate Education: Structure, Climate, and Mentoring

Author(s): Munise SEÇKİN | Çiğdem APAYDIN | Ahmet AYPAY

Journal: Yükseköğretim ve Bilim Dergisi
ISSN 2146-5959

Volume: 2;
Issue: 3;
Start page: 176;
Date: 2012;
Original page

Keywords: Graduate student | Norms | Structure | Climate | Mentoring

The purpose of this study is to investigate the norms in graduate education based on gender, education level, institution and departments. Th e study group of the present study is composed of 294 graduate students who are currently enrolled in graduate schools from 12 universities (Hacett epe University, Ankara University, Gazi University, Anadolu University, Akdeniz University, Eskişehir Osmangazi University, Dumlupınar University, Çanakkale Onsekiz Mart University, Pamukkale University, Mersin University, Bülent Ecevit University [formerly Zonguldak Karaelmas University], and Atatürk University) in Turkey. Th e instrument entitled “Norms in Graduate Education” developed by Anderson & Louis (1994) was used. Cronbach's alpha coeff icient for the LENÖ was 93. Construct validity of mentoring scale was tested with confirmatory factor analysis. Th is analysis was performed with LISREL, and it was found that the model with three primary domains and 10 sub-constructs fits. LENÖ had dimensions such structured feedback, formality, collaboration, group size, humane, solidarity, value congruence, technical, strategic and personal. Moreover, MANOVA, ANOVA, and corelation analysis were used this study. Th ese dimensions are parts of structure, climate and mentoring. Findings indicated that educational level and department had some infl uence on structure while the institution had an infl uence on climate. Further, significant relationships were found among the study variables.
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