@article{Carr,2015Using,
abstract = {Using collective case-study inquiry the research question of how a formal semi-structured self-mentoring  programme can support professional growth and faculty leadership development for new and existing university faculty is explored.  A research project was funded through the University of North CarolinaWilmington  Charles L. Cahill Award. Participants were recruited from a south eastern university. The results suggest that self-mentoring  is  a process to support faculty’s individualized path to both acclimation and growth in higher education through increased confidence as self-leaders.   },
author = {Carr, M.L. and Pastor, D.K. and Levesque, P.J.},
title = {Learning to lead:  Higher education faculty explore self-mentoring},
number = {2},
journal = {International Journal of Evidence Based Coaching and Mentoring},
keywords = {coach; leadership; Higher Education; mentor; faculty; case study; self-mentoring},
year = {2015},
language = {English},
volume = {13}
}