20.500.12556/RUL-179657 E-mentorstvo v visokem šolstvu: študija primera Doba fakultete E-mentoring in higher education: a case study of the Faculty of Doba Magistrska naloga obravnava e-mentorstvo kot specifično obliko mentoriranja v visokošolskem prostoru, s posebnim poudarkom na Doba Fakulteti v Mariboru. V teoretičnem delu so predstavljeni različni modeli mentorstva, njihove značilnosti in ključni elementi, kot so zaupanje, sprejemanje in prilagodljivost, ki pridobijo nove dimenzije v digitalnem okolju. Analizirane so prednosti in izzivi e-mentorstva, vključno z vprašanji tehnične podpore, vloge e-mentorja, institucionalnega okvira ter dinamike odnosa med študentom, e-mentorjem in visokošolskim učiteljem. Empirični del raziskave se osredotoča na razumevanje vloge e-mentorjev na Doba Fakulteti, ki delujejo kot povezovalni člen med študenti in visokošolskimi učitelji ter izvajajo pedagoško, tehnično in motivacijsko podporo. Kvalitativno zasnovana raziskava, ki temelji na intervjujih s študenti, visokošolskimi učitelji, e-mentorji in vodstvom Doba fakultete v Mariboru, se osredotoča na vprašanja, kako se v multipartitnem mentorskem odnosu določajo, porazdeljujejo in razmejujejo vloge, naloge in odgovornosti; kako študenti dojemajo in doživljajo razmejitev vlog, nalog in odgovornosti med visokošolskih učiteljem in e-mentorjem; katere prednosti, izzive in elemente učinkovitega e-mentorstva razpoznavajo; kakšna institucionalna podpora je na voljo različnim udeležencem v mentorskem procesu ter kako vsi deležniki ocenjujejo te obstoječe institucionalne podporne mehanizme v skladu z elementi učinkovitega e-mentorstva? Ugotovitve kažejo, da so vloge učitelja, e-mentorja in institucije formalno jasno razmejene, vendar njihova dejanska razmejitev in učinkovitost temelji na stalni komunikaciji, refleksiji in prilagajanju. Študenti razliko med učiteljem in e-mentorjem oblikujejo skozi izkušnjo, pri čemer e-mentorja dojemajo kot socialno in motivacijsko podporo, učitelja pa kot akademskega vodjo. Učinkovitost e-mentorstva se kaže v kombinaciji strukturne jasnosti, procesne odzivnosti in empatične prisotnosti e-mentorja. Institucionalna podpora je ključna, a mora biti refleksivna in vključujoča, da omogoča trajnostni razvoj e-mentorstva kot sestavnega dela organizacijske kulture. The master's thesis deals with e-mentoring as a specific form of mentoring in higher education, with a special focus on the Faculty of Economics in Maribor. The theoretical part presents various models of mentoring, their characteristics, and key elements such as trust, acceptance, and flexibility, which take on new dimensions in the digital environment. The advantages and challenges of e-mentoring are analyzed, including issues of technical support, the role of the e-mentor, the institutional framework, and the dynamics of the relationship between the student, e-mentor, and higher education teacher. The empirical part of the research focuses on understanding the role of e-mentors at Doba Faculty, who act as a link between students and university teachers and provide pedagogical, technical, and motivational support. The qualitative research, based on interviews with students, university teachers, e-mentors, and the management of the Doba Faculty in Maribor, focuses on the following questions how roles, tasks, and responsibilities are determined, distributed, and delimited in a multipartite mentoring relationship; how students perceive and experience the demarcation of roles, tasks, and responsibilities between university teachers and e-mentors; what advantages, challenges, and elements of effective e-mentoring they recognize; what institutional support is available to the various participants in the mentoring process and how all stakeholders assess these existing institutional support mechanisms in accordance with the elements of effective e-mentoring? The findings show that the roles of the teacher, e-mentor, and institution are formally clearly defined, but their actual demarcation and effectiveness are based on constant communication, reflection, and adaptation. Students shape the difference between the teacher and the e-mentor through experience, perceiving the e-mentor as social and motivational support and the teacher as an academic leader. The effectiveness of e-mentoring is demonstrated by a combination of structural clarity, process responsiveness, and the empathetic presence of the e-mentor. Institutional support is crucial, but it must be reflective and inclusive to enable the sustainable development of e-mentoring as an integral part of organizational culture. e-mentorstvo visokošolsko izobraževanje digitalno učenje mentorski odnos institucionalna podpora e-mentoring higher education digital learning mentoring relationship institutional support true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-02-19 07:15:35 2026-02-19 07:15:48 2026-08-12 04:02:39 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 613901 63849.pdf 63849.pdf 1 55D3A050041283A9CDCC3BE535FCF35E 651863555101e9edb0aa5f1f5bd4e74804ef0b055344f93cd5ddd124779b2c68 2eec23ef-0d5a-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228417 Filozofska fakulteta 0 0 0