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This paper aims to introduce the concept of ETHICOMP as “community mentor” – the role that the ETHICOMP conference plays outside the standard conference fare, in which it nurtures and supports up-and-coming researchers in the field of computer ethics.

This paper uses an auto-ethnographic methodology to reflexively explore the author’s career from PhD student to early career researcher spanning the years 2005-2013, and how the ETHICOMP community has played a significant role as a mentor in her life. The literature on mentorship is discussed, particularly focussing on the importance of mentorship for women in philosophy-related academic careers, and criteria for successful mentorship are measured against the ETHICOMP “community mentorship”. Additionally, some key philosophical concepts are introduced and reflected upon.

The paper produces recommendations for other philosophical communities wishing to grow their mentorship capabilities through communities around conferences.

This paper sheds new light on the concepts of mentorship and the practical application of mentorship within an academic community. It also provides an account of the value of the ETHICOMP conference series that is beyond the usual academic output.

The paper explores the prevalence of mentorship opportunities for women police officers, the nature of mentorship relationships, and their perceived effect on women’s career advancement.

Data consist of online surveys (N = 924) with women police officers working in the United States. A content analysis of emergent themes from one open ended survey question was conducted.

Findings underscore the central importance of mentorship in policing, the lack of mentorship among women due to in-group competition, and participants’ active participation in mentoring future generations of women officers.

Factors contributing to the lack of gender diversity and specifically the retention of women in policing, are not well understood. The underrepresentation of women in coveted specialty assignments and upper ranking positions is also of concern. A possible explanation is that women officers lack role models and networking opportunities that are more readily available to men in this male-dominated field, which could encourage women to remain in law enforcement and assist in their career advancement. As many agencies have or are beginning to establish mentorship programs for women, research focused on the need for and effectiveness of mentorship for women officers is needed.

The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being.

An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures.

The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being.

This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended.

The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs.

Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities.

In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

The purpose of this paper is to explore the perceptions of women working in the commercial real estate industry to assess how they approach mentoring relationships and take steps to maximize the value derived therefrom.

Through thematic analysis of 39 interviews conducted with women serving as local chapter presidents of CREW Network, the paper offers insights as to how women position themselves to receive mentorship throughout their careers and engage with mentors to address their evolving needs. In particular, three themes of commitment, reciprocity in the mentoring relationship and mentee motivation emerged.

The results suggest that this is a strategic process and one in which many women are proactively engaging to ascend to leadership positions in the corporate world. While the study is limited to those working in commercial real estate, clear implications exist for other industries.

By identifying and exploring these themes, the paper serves as a starting point for future research considering how women inside and outside of the commercial real estate industry can more strategically pursue mentorship and use it to attain leadership roles.

This paper aims to present a literature review of studies of mentorship programs in the manufacturing industry so as to lay a theoretical basis for learning at work.

A literature review with focus on mentorship programs in the manufacturing industry was used. A search for relevant peer-reviewed articles, in four databases, rendered 315 hits, but only one article dealt with mentorship programs in an industry similar to the manufacturing industry. Thus, it is concluded that there is a lack of research on this area. The selection criteria were broadened so as to include 16 articles on mentorship programs for learning at work.

Three dominant areas emerged from this review: definitions of mentorship, characteristics of a good mentor and mentorship program structures. The establishment of a mentorship program requires a clear purpose; contextual knowledge; and adaption to the profession, the organization and to individual needs. In addition to their findings, the authors discuss relationships in mentoring programs, what can be understood by “reading between the lines” and the ongoing digitalization of mentorship programs.

Mentorship has proven itself to be a superior way to learn on the job. This paper provides practical information about establishing mentorship programs in the manufacturing industry, with a particular focus on the moulding industry.

The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship.

Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience.

Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps.

This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time.

Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.

The purpose of this paper is to examine how young women understand and make meaning of their status as early-career women (ECW) in the creative communication industry, which is typically dominated by male leadership. It explores how professional relationships influence their transition into full-time employment and influences their career trajectories.

Interviews with 31 women in the first five years of their communication careers provided insights into how they experience professional relationships in the workplace in relation to leadership advancement. Inductive coding, a feminist organizational communication lens and literature on mentorship and role modeling was used to explore the standpoint of these young women.

Young women understand that professional relationships are necessary for acclimation and professional development. Our analysis revealed an intersection of three distinct ways these relationships help young women cultivate a strong career foundation, positioning themselves for leadership opportunities.

This study provides insight into the experiences of ECW, a group significantly overlooked by industry and research as a way to increase career equity. Findings from this study guide programmatic and socialization practices to help young women overcome barriers.

Developing a deeper understanding of women worker’s realities, this research encourages industries to regard the entire career path, emphasizing the importance of beginning socialization experiences in the workplace. It offers actionable managerial practices, and it drives a new scholarly focus on a demographic critical to closing the leadership gender gap.

Leadership development is a significant issue in public libraries and library administrators debate, among other topics, how to achieve it for the middle-level manager. At the present time, library organizations use leadership and management workshops, seminars, and institutes to assist with managers’ organizational learning processes. Current literature indicates that additional strategies such as career planning, mentoring, networking, acquiring adequate qualifications and experience, professional involvement, and continuing education are used not only to facilitate middle-level managers’ career development, but also to help organizations fill the leadership gaps within their ranks.

Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development.

This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature.

Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands.

In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.

This study aims to explore organizational factors that impact women’s career advancement. Knowledge of organizational practices that promote or obstruct women’s career progress is vital for women, firms and governments.

A total of 237 women participated in the study from the service sector in Johannesburg (South Africa). Participants were selected using a convenient sampling approach. Researchers used a questionnaire, consisting of demographic and open-ended questions, to gather data. Comments were analyzed using a thematic content analysis approach.

Findings reveal that prioritizing women, offering skills development opportunities, providing growth opportunities, assisting women in managing their careers, offering mentorship and having work-family support initiatives are practices that promote women’s career advancement. Conversely, practices that foster stagnation of women’s careers, distrust in women’s leadership abilities, preference for external candidates, people–related malpractices, male domination/preference, lack of role models and work-family balance support, hamper women’s career advancement.

The findings of this study will contribute to women’s empowerment. Organizations should provide a conducive atmosphere by instituting practices that promote their female employees' career advancement. Firms also should intentionally take practical steps to address practices that impede women’s career progression. The results of this study will also help the government to design appropriate policies that will promote the career progression of women employees.

This study presents findings from an analysis of qualitative data collected from 237 women to provide insight into the experiences of women working within the service industry in Johannesburg, South Africa.