| Analysis of Participation Experience Meanings of College Students Who Had Academic Probations In a Mentoring Program |
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Ock-Boon Kim, Hye-Jin Kim |
| 학사경고자의 멘토링 프로그램 참여 경험 의미 분석 |
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김옥분, 김혜진 |
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| Abstract |
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The purpose of this study was to investigate meanings of participating experiences in the mentoring program as a mentee after having academic probation. To accomplish the research objective, the researcher recruited applicants who had participated in the mentoring program. This qualitative study applied the phenomenological analysis method of Colaizzi. The research data was collected through a 1:1 in-depth interview at a comfortable place from 7 mentees. Number of probations ranged between one and two. Mentoring experiences of mentees who received academic probations were expressed by 241 meaningful sentences and clustered into 38 specific themes. 11 general structures were identified such as help, not doing something else, a resting place, new beginning, grade improvement etc. Mentees have been shown to have confidence in their academic achievement and expectations for graduation through a mentoring program. When a mentor is selected for a college student who received an academic probation, selecting a mentor in the same major and the same grade will contribute to improvement of learning ability and emotional stability. The results of this study can be used as basic data for the operation and improvement of the mentoring program for the students having academic probation and it is expected that it will help understand how the students having academic probation study. |
| Key Words:
mentor, mentee, mentoring program, academic probation, phenomenological analysis |
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