Post-Graduate Students’ Perceptions Regarding Effectiveness of Mentoring Relationship at Universities (original) (raw)
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Review of mentoring in Higher Education
Mediterranean Journal of Pharmacy & Pharmaceutical Sciences, 2023
Mentoring relationships between a senior, experienced faculty member and a junior employee, between a faculty member and an undergraduate or graduate student, or between a senior and a junior student is essential in higher education. The current review aims to emphasize the necessity of establishing organized mentorship programs at national institutions to enhance academic performance, teaching/learning effectiveness, knowledge and skill development, growth and development, research productivity, and community engagement. The mentor and mentee both benefit from the mentoring relationship. Academic advising, preceptor supervision, and supervision of graduation projects are different from the mentoring relationship as they focus on only one aspect of the relationship, whether it is the study plan, the study session, or the project, respectively. Mentoring is a mutually beneficial relationship that calls for integrity, decency, self-assurance, trust, and respect. Educational institutes and colleges should set up a committee to establish a well-organized mentoring program with all the necessary templates for recruiting mentors and mentees, and also for annual evaluation and feedback from all parties involved.
Experience of academic staff in mentoring programs
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Mentoring programs developed at universities are an effective method of supporting student development. The participation in these programs brings them many benefits. These benefits include increased prestige in the community, gaining new experiences and achieving defined goals in the case of universities. It is essential to improve the mentoring programs implemented at universities. This article presents the results of research carried out within the framework of the BEGIN project implemented and funded under the Erasmusplus program. The aim of the research was to identify academic staff's experiences of participating in formal and informal mentoring programs. Ten in-depth interviews were conducted with respondents from Italy, Poland and Germany. A purposive selection method was used. The research provided clues with a practical dimension on how to implement mentoring programs, usefulness from the student's point of view, effectiveness and efficiency, and how to measure the...
Mentors’ Perceptions on the Post Mentoring Relationships in Academic Organizations
This qualitative study aims to reveal the new period of the relationships between the mentors and mentees who continue to work in the same academic organization after the mentoring relationship terminates. The findings of this study that was conducted in a small group of mentors who cultivated multiple mentees show that the separation phase did not occur immediately although the relationship was formally terminated. The relationships were still maintained informally as the mentees expected to be promoted in the same organization. Mentees usually become more independent at the redefinition phase, whereas certain disagreements might lead to conflict of interest. However, peer relationship did not come to the forefront whereas it is expected to be built at this stage according to the literature. These results indicate that the characteristics of the separation and redefinition phases reported in the literature may not always apply as a standard to all mentor-mentee relationships. There is a need for further qualitative studies regarding the mentoring relationship that represents an important dimension of university culture. This will contribute to in-depth understanding of different mentor and mentee experiences and observations.
Students' reflection on the university professors' mentorship
Zenodo (CERN European Organization for Nuclear Research), 2023
Purpose: Mentoring is an important process that characterizes the type of university education management and is one of the most responsible jobs of a university teacher. An appropriate system of the university mentorship should be based on an adequate preparation of professors for the mentorship role. Methods: This research posed the following survey questions: What are the necessary skills that make one university professor an effective mentor from the students' point of view? How beneficial is the mentor's work for the students? Do students think that the mentorship work represents a certain challenge that university professors have to face? Results: The techniques used are the scaling technique and the instrument of gradual scale assessment SPUOM. The research was realized by means of the quantitative method and qualitative analysis of the obtained results. The obtained data were processed by the software package SPSS, the program for statistical analysis in social sciences, and were presented in the tables and graphs. Implications: The obtained results reveal students' opinion that an effective mentor should possess appropriate communication and interpersonal skills, be interested in the academic and professional advancement of their students and be able to see the signs of students' emotional and physical stress. As regards the challenging character of the mentorship, students think that mentorship presupposes a heavy workload (M=4.05), great responsibility (M=4.37), as well as a professor's full engagement (M=4.16).
Mentoring Relationships in Graduate School
Journal of Vocational Behavior, 2001
This study asked graduate students at the University of California about their relationships with their advisors, satisfaction, and academic success. Both the women and men students worked primarily with male advisors, but not disproportionately to the availability of male and female professors. Instrumental help and networking help contributed positively to productivity (i.e., publications, posters, and conference talks). Psychosocial help contributed to students' satisfaction with their mentor and with their graduate school experience. The results are interpreted and implications are discussed in a framework of recent research on mentoring in organizations. C
Postgraduate Students’ Views on Mentoring in the Educational and Academic Context
European Journal of Education and Pedagogy
Mentoring has been a highly discussed issue in the education literature lately. This study explored Greek postgraduate students’ views regarding mentoring in Greek primary and higher education. Unlike previous research, in the present study we did not use predefined themes or definitions to explore mentoring. Instead, the purpose was to allow participants’ definitions and opinions about the issue to emerge. Therefore, the spontaneous texts written by the participants during an hour were used as a research tool, while the 38 written texts accumulated were analyzed by the qualitative content analysis method. Findings indicated that the prevailing themes of mentoring in the literature, such as mentoring functions, outcomes, and purposes, were referred by the participants. Despite the similarities found for mentoring in both contexts studied, some differences also emerged, concerning the type of the mentoring relationship preferred and the purposes of mentoring in each context. The find...
1991
This paper describes a research project that examined the impact a mentoring program had on college faculty and students. The program was designed to provide a -ollaborative research experience for faculty, graduate students, and undergraduate . students. The goals of the program were to assist graduate students in establishing mentoring relationships with faculty, develop their research skills, and help them to select research topics for their doctoral dissertations. The program was intended to give undergraduates exposure to research, provide them with an inside view of life as a graduate student, and develop their aspirations for research careers. A case study method was used for examining the processes involved in mentoring relationships. Twenty-two mentorship teams were studied involving a total of 22 faculty, 25 graduate students, and 38 undergraduates. By examining the major themes that emerged from the data (commitment and teamwork, faculty participation, hands-on research, structure, and consistency), it was determined that the research mentorships were providing an effective method for developing students, including minority students, into research scholars. Close interaction with faculty was viewed as an effective way to teach students the skills necessary for research.
Journal of Advances in Business Management (JADBM), 2015
The concept of the collaborative models of mentoring shifts the focus of mentoring from the top-down approach of institutions assigning mentors to mentees to a more independent approach with the focus on mentee. Mentees develop their own relationship networks in relation to their particular needs. Earlier notion of one to one mentor relationship (dyadic model) being superior to a network of many developmental mentoring relationships has been proved wrong. There are many advantages of mentoring circles/group mentoring/network mentoring. Individuals gain access to networks, reduction in feelings of isolation, greater connectivity, increased confidence and commitment, career progression, knowledge acquisition, and better understanding of the culture. In spite of all the advantages (mentioned above) associated with collaborative mentoring models, such as mentoring circle or network mentoring or group mentoring, the implementation of these models compared to traditional one-to-one model (dyadic model) of mentoring is very rare. The critical success factors in implementing these innovative collaborative models include; a commitment from all the parties involved, mutual trust, confidentiality, rapport amongst circle or network members and voluntary attendance. It should be seen as one of the many developmental activities undertaken to strengthen higher education. Key words Mentoring, Higher education institutions, Network mentoring, mentoring circles, Group mentoring, Collaborative mentoring
Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end
Communication …, 1997
Given the importance of mentoring in the academic context and in light of the weaknesses of previous research, this study proposed five objectives. Analyses of surveys from 145 students across 12 universities and diverse disciplines revealed first of all, a demographic profile of the typical graduate student protege and faculty mentor. Second, 10 diverse communication strategies emerged that demonstrate how students initiate a mentoring relationship. Third, protege evaluations of their initiation attempts revealed their efforts to be somewhat ineffective and unduly difficult. Fourth, students reported their mentors provided primarily psychosocial, rather than career support. And fifth, proteges characterized their mentoring relationships as extremely positive and satisfying. Results throughout are, for the most part, independent of both protege and mentor demographics (including ethnicity).
Procedia - Social and Behavioral Sciences, 2010
The aim of this study is to identify postgraduate students’ perceptions of their supervisors’ mentoring skills. The sample comprises 70 postgraduate students at the Institute of Science and the Institute of Social Sciences at Gaziosmanpaşa University. Data collecting tools were designed and their validity and reliability were affirmed. The results suggest that students have positive image of their supervisors’ mentoring