Faculty mentoring programme at Norbuling Rigter College

Analysis through the lens of self-determination theory

Abstract

This study sought to investigate the faculty mentoring programme through the
framework of self-determination theory (SDT) at Norbuling Rigter College (NRC).
The main goal was to examine how the principles of SDT—namely autonomy,
competence, and relatedness—are expressed within the dynamics of faculty
mentoring relationships and their effects on the experiences of mentees. Employing
a qualitative research methodology, the study utilized semi-structured interviews
alongside thematic analysis for data collection and interpretation. Participants,
comprising both mentors and mentees, were selected through a purposeful
sampling method to ensure a diverse range of perspectives and experiences. The
interviews concentrated on the roles of autonomy, competence, and relatedness in
shaping motivation, engagement, and overall satisfaction among mentees. Thematic
analysis revealed key themes that were framed within the context of SDT principles,
providing valuable insights into their significance in the faculty mentoring
program. The results underscore the importance of the faculty mentoring program
in advancing the institution's mission and fostering the professional development of
both mentors and mentees. Additionally, the program has highlighted various
challenges faced by early-career academics and has proposed essential strategies to
address these issues.