%0 Journal Article
%T Norms in Graduate Education: Structure, Climate, and Mentoring
%A Munise SE£¿K£¿N
%A £¿i£¿dem APAYDIN
%A Ahmet AYPAY
%J Y¨¹ksek£¿£¿retim ve Bilim Dergisi
%D 2012
%I B¨¹lent Ecevit University
%X The purpose of this study is to investigate the norms in graduate education based on gender, education level, institution and departments. Th e study group of the present study is composed of 294 graduate students who are currently enrolled in graduate schools from 12 universities (Hacett epe University, Ankara University, Gazi University, Anadolu University, Akdeniz University, Eski ehir Osmangazi University, Dumlup nar University,  anakkale Onsekiz Mart University, Pamukkale University, Mersin University, B¨¹lent Ecevit University [formerly Zonguldak Karaelmas University], and Atat¨¹rk University) in Turkey. Th e instrument entitled ¡°Norms in Graduate Education¡± developed by Anderson & Louis (1994) was used. Cronbach's alpha coeff icient for the LEN  was 93. Construct validity of mentoring scale was tested with confirmatory factor analysis. Th is analysis was performed with LISREL, and it was found that the model with three primary domains and 10 sub-constructs fits. LEN  had dimensions such structured feedback, formality, collaboration, group size, humane, solidarity, value congruence, technical, strategic and personal. Moreover, MANOVA, ANOVA, and corelation analysis were used this study. Th ese dimensions are parts of structure, climate and mentoring. Findings indicated that educational level and department had some infl uence on structure while the institution had an infl uence on climate. Further, significant relationships were found among the study variables.
%K Graduate student
%K Norms
%K Structure
%K Climate
%K Mentoring
%U http://higheredu-sci.org/pdf.php3?id=1588