Abstract

The purpose of this conceptual paper is to explore the perceptions of novice academics regarding support structures in Open Distance and e-Learning (ODEL) systems, with a particular focus on participative management and mentorship. The main research question guiding this study is: How do novice academics perceive the effectiveness of participative management and mentorship as support structures in ODEL environments? This qualitative study is based on a comprehensive review of recent scholarly books and articles (2018-2024) serving as the underpinning foundation. Data collection employed qualitative methods within the interpretive paradigm, including reflective journals, to capture the ubiquitous challenges faced by novice academics in ODEL settings. Findings highlight numerous challenges such as feelings of isolation, insufficient guidance, and difficulties in navigating institutional policies. Despite these challenges, participative management and mentorship are perceived as crucial for professional growth and integration into the academic community. The study emphasizes the importance of individually designed mentorship programs and inclusive participative management practices tailored to the unique needs of novice academics in ODEL systems. These findings contribute to the existing literature by providing insights into how support structures can be enhanced to better serve novice academics, ultimately leading to improved job satisfaction and retention in ODEL institutions.

Keywords

  • Novice Academics
  • Participative Management
  • Mentorship
  • Support Structures
  • Open Distance and e-Learning

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