Are you my mentor? A study of faculty mentoring relationships in US higher education and the implications for tenure

Abstract

Purpose

This study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure.

Design/methodology/approach

Across a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%).

Findings

Although all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships.

Research limitations/implications

All five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty.

Practical implications

To support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages.

Originality/value

This study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.

Citation

Etzkorn, K.B. and Braddock, A. (2020), "Are you my mentor? A study of faculty mentoring relationships in US higher education and the implications for tenure", International Journal of Mentoring and Coaching in Education, Vol. 9 No. 3, pp. 221-237. https://doi.org/10.1108/IJMCE-08-2019-0083