Faculty Views on Normative Behaviors in Graduate Teaching, Research, and Mentoring

Özdemir M. Aypay A. Ertem H.Y. Gafu G.
December 2025 Springer Science and Business Media B.V.

Innovative Higher Education
2025 #50 Issue 6 2269 - 2295 pp.

Faculty members play a crucial role in shaping the ethical culture within academic institutions. Their behavior and attitudes set the tone for students and colleagues, influencing the overall moral environment of the institution. This study examines inviolable and admonitory norms in graduate teaching and mentoring within Turkish higher education (HE). Using a quantitative survey design, data were collected from 764 faculty members across 115 public and private higher education institutions (HEIs) in Türkiye. Normative behaviors were evaluated using the Graduate Teaching and Mentoring Behaviors Inventory developed by Braxton et al. (Professors behaving badly: Faculty misconduct in graduate education, 2011). Findings from descriptive and inferential statistics indicate that faculty places greater importance on inviolable norms. Additionally, participants prioritize admonitory norms related to advising and mentoring over those related to teaching. The results reveal significant differences in faculty perceptions of normative behaviors based on gender, academic title, discipline, country of Ph.D., and professional orientation, but not on administrative duty or university type. The paper concludes by offering practical implications based on these findings.

Faculty , Graduate teaching and mentoring , Normative behaviors , Türkiye

Text of the article Перейти на текст статьи

Faculty of Education, Anadolu University, Eskişehir, Turkey
Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Ereğli Faculty of Education, Zonguldak Bülent Ecevit University, Zonguldak, Turkey

Faculty of Education
Graduate School of Education
Ereğli Faculty of Education

10 лет помогаем публиковать статьи Международный издатель

Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026