Abstracts – Browse Results
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Farrow, C B and Reyes, M D (2022) Land-grant University Strategic Plans: Are University-level Service-learning Goals Aligned with Construction Programs’ Goals?. International Journal of Construction Education and Research, 18(04), 333–51.
Lucas, J and Gajjar, D (2022) Influence of virtual reality on student learning in undergraduate construction education. International Journal of Construction Education and Research, 18(04), 374–87.
Polmear, M and Simmons, D R (2022) Industry Perspective on the Role of Visualization Technology in Construction Safety Training. International Journal of Construction Education and Research, 18(04), 352–73.
Redden, L and Bugg, R A (2022) Efficacy and Benefits of a Required Service-Learning Course in Construction Management Education. International Journal of Construction Education and Research, 18(04), 315–32.
Sospeter, N G, Kikwasi, G J and Chileshe, N (2022) Barriers to Mentoring of Graduates in Quantity Surveying Firms in Tanzania: A Factor Analysis Approach. International Journal of Construction Education and Research, 18(04), 295–314.
- Type: Journal Article
- Keywords: Graduates; factor analysis; mentoring; quantity surveying; Tanzania;
- ISBN/ISSN: 1557-8771
- URL: https://doi.org/10.1080/15578771.2022.2094506
- Abstract:
Despite the plethora of studies on barriers to mentoring, these have focused more on the higher education sector, and particularly mentoring to university graduates. However, there still limited studies that have focused on understanding the barriers affecting the mentoring process of graduates in quantity surveying firms within developing countries. This research aims at bridging that knowledge gap by exploring the underlying relationships among the barriers to mentoring of graduates in the context of quantity surveying firms in Tanzania thus minimizing risk of losing vital knowledge and competencies. An interpretivist epistemological design was adapted to extensively manually review and search the literature on mentoring barriers. Based on 15 barriers to mentoring identified, a questionnaire survey was used to collect data from graduates employed in Tanzanian quantity surveying firms, with 53 validated responses; mean score techniques and factor analysis were conducted. Empirical results showed a four-factor model comprising the following: multicultural and social injustice-related barriers; mentoring relationship-related barriers; personal and relational behavior-related barriers; and attitudinal and knowledge-related barriers. The identification of the key barriers to mentoring of graduates would be useful to advocate informal mentoring training programs to sharpen the skills of mentors in order to improve the performance of graduates.