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dc.contributor.authorBozeman, Barry
dc.contributor.authorFeeney, Mary K.
dc.date.accessioned2011-08-31T15:29:09Z
dc.date.available2011-08-31T15:29:09Z
dc.date.issued2007-10
dc.identifier.bibliographicCitationBozeman, B., & Feeney, M. K. (2007). Toward a useful theory of mentoring - A conceptual analysis and critique. Administration & Society, 39(6), 719-739. doi:10.1177/0095399707304119en
dc.identifier.issn0095-3997
dc.identifier.otherDOI: 10.1177/0095399707304119
dc.identifier.urihttp://hdl.handle.net/10027/7887
dc.descriptionPost print version of article may differ from published version. The definitive version is available through SAGE at DOI:10.1177/0095399707304119en
dc.description.abstractIn this review and critique of mentoring theory and research, the authors identify persistent problems in the development of mentoring theory. Their conceptual analysis highlights these problems with a “thought experiment” illustrating the inability of mentoring theory and research to resolve certain fundamental issues, the resolution of which is a prerequisite for the advancement of explanatory theory. They conclude with ideas about demarcating “mentoring” from the sometimes confounding concepts “training” or “socialization.” Absent an ability to distinguish mentoring from related activities, progress in explanatory theory will remain impeded.en
dc.language.isoen_USen
dc.publisherSage Publications Incen
dc.subjectaccountingen
dc.subjectmentoringen
dc.titleToward a Useful Theory of Mentoring: A Conceptual Analysis and Critiqueen
dc.typeArticleen


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