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As medical schools become increasingly diverse, there is a growing demand for schools to support their equity-seeking students. At the University of Toronto, the diversity mentorship program (DMP) is a new program created to support equity-seeking and diverse medical students in first- and second-year through didactic lectures, networking opportunities and mentorship from senior clinicians. This article aims to share participant perspectives on how diversity-focused mentorship benefits them, perceived barriers and insights for other institutions developing a similar program.

Using a mixed methods design, students and mentors completed semi-structured surveys to assess broad perceptions of their mentorship experiences. Focus groups were conducted with both groups to gain deeper understandings of participants' experiences. The authors performed thematic analysis to identify qualities of successful experiences and barriers to participation.

Most mentors and mentees found the DMP helpful and identified five themes contributing to a positive mentorship experience: (1) accessibility, (2) program diversity focus with clear expectations, (3) career guidance, (4) exposure to different perspectives and (5) community and shared identity. Uncertainty on how to help less assertive mentees, mentorship pair discordance where mentees paired by race did not share racial identities and logistical challenges was identified as barriers to maintaining mentoring relationships.

To the authors’ knowledge, this is the first qualitative study exploring the feelings and impressions of participants in a mentorship program at a medical school addressing the needs of equity-seeking groups. By understanding the characteristics and value of diversity-focused mentorship, this will inform the creation of similar supportive programs across various professional fields at other schools.

Mentorship is crucial to the success and accomplishment of librarianship in the contemporary era. This paper aims to investigate the need for mentorship and challenges besetting mentorship in librarianship with specific focus on academic libraries.

Descriptive survey research design was used for the study. The population of the study was 1,214 librarians in 102 academic libraries in Southern Nigeria. Total enumeration sampling technique was adopted for the study.

It was reflected that mentorship, though beset by a number of challenges, is a necessity in librarianship. The hypotheses tested revealed that there is significant relationship between the need for mentorship and the types of mentorship adopted in academic libraries, and that there is no significant difference between the need for mentorship by male and female librarians.

This study affirmed that it is through mentorship that librarians can meet their job demands. Mentorship should therefore be stimulated to bolster the professional and intellectual development of the librarians. The mentees should be carried along in mentorship partnership selection process, and training should be organized for mentors and mentees on mentorship.

The interaction of librarians in the course of mentoring can facilitate work cohesion and enhanced job performance.

The needs for and challenges besetting mentorship in librarianship have been explored by collecting data directly from the librarians. The cloistered nature of librarianship, given the changing nature of the profession owing to massive deployment of Information and Communication Technology in the performance of library operations, means that mentorship should be encouraged in the profession.

The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.

In this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.

The paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.

The research is limited to problem-solving skills and focused only on first-year business students.

The paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.

The research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.

This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning.

This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement.

This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning.

This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions.

As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources.

The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community.

The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

The purpose of this paper is to investigate how mentors affect the career satisfaction of protégés. Drawing from the Elaboration Likelihood Model (ELM), the authors propose a dual processing model that considers both cognition and emotion in the relationship between mentoring and the career satisfaction of protégés.

The study employed a three-stage questionnaire survey to collect data from employees in Chinese enterprises, resulting in a total of 329 valid responses.

The results showed that mentoring had a significant positive impact on protégé career satisfaction. Additionally, role clarity and positive affect of protégés played dual-mediating effects between mentoring and protégé career satisfaction. Moreover, as a non-mentoring behavior, mentor advice-seeking behavior strengthened the positive impact of mentoring on role clarity and positive affect.

In the study, the authors utilize the ELM as a new perspective to construct a dual-mediating model of protégé role clarity and positive affect to illuminate the mechanism of mentoring on protégé career satisfaction, advancing the literatures of mentoring relationship and career development. Further, the authors put forward the moderating effect of mentor advice-seeking behavior by considering it as a non-mentoring behavior of mentors to deepen the understanding of mentorships. Moreover, the authors attempt to propose the long-term cumulative effect of the dual processing to expand the application of the ELM in interpersonal processes.

The purpose of this paper is to examine the effects of gender identity on protégés' satisfaction with mentoring relationships. More specifically, it aims to investigate whether or not a protégé's feminine or masculine identity, by virtue of emphasizing different criteria, roles, and preferences, impacts his or her satisfaction with the performance of a mentor.

Managers and/or professionals, identified by in‐career MBA students at large universities in the East, completed surveys to assess relationship satisfaction as a mentoring outcome.

The results of this study indicate that masculine protégés, who strongly identify with their career roles, report being more satisfied with mentors who provide career development support. Conversely, feminine protégés, who measure career success using socio‐emotional‐based criteria, report being more satisfied with mentors who provide psychosocial support.

The study is limited in its generalizability due to the type of sample studied. The sample consisted of managers from a variety of male‐dominated occupations. In addition, since the data were self‐reported on a single survey, common method bias may also be an issue.

Despite limitations, the study implies that assessment of gender identity and related skills can provide organizations with more effective guidance and matching of mentors and protégés to maximize perceived satisfaction on the part of the protégé.

Although many studies have investigated a variety of factors that affect mentoring, few have examined the influence of gender identity on the functioning of these relationships.

Mentoring processes have been researched extensively, but rarely from a perspective that incorporates issues related to stress. In this chapter, a focus is placed on the common themes and connections between these two important literature bases. The first part of the chapter describes the mentoring process, including a description of types of relationships, stages of relationship development, and the mentoring exchange. Stress research is presented along with a presentation of research that explicitly examines stress in relationship to mentoring. Specific stress points related to each aspect of the mentoring process will be described and illusted in a conceptual model. The chapter will conclude with suggestions for future research and methods that will enhance both stress and mentoring research.

The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.

The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation.

The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required.

The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.

A continued focus in organizational research has been on career development, and mentoring has been identified as a key determinant of career success. The purpose of this paper is to focus on the interpersonal dynamics which contribute to variations in the effectiveness of mentoring support behaviors. Specifically, the effects of mentoring relational quality (MRQ) (i.e. affective perceptions held by mentors and protégés) on mentoring behaviors (i.e. vocational and psychosocial) as well as professional identification are considered. Interpersonal skills (e.g. behavioral integrity and political skill) of mentors and protégés are examined for their impact on MRQ.

Utilizing matched dyadic survey data from 100 mentor-protégé pairs in academe (i.e. dissertation chairs and doctoral candidates or recent doctoral alumni), partial least squares was used to test the research model.

Results support MRQ as an integral component in mentoring dynamics. MRQ for mentors and protégés was significantly linked with mentor support behaviors provided and received, respectively. Mentors’ perceptions of MRQ were predicted by protégés’ behavioral integrity and mentors’ political skill. Similarly, protégés’ political skill and mentors’ behavioral integrity significantly predicted protégés’ perceptions of MRQ. Further, mentors and protégés reported higher levels of professional identification when MRQ was high.

This study links affective and behavioral perspectives of mentoring, revealing the importance of interpersonal skill in career development. The interpersonal dynamics characteristic of mentor-protégé interactions determine the extent to which mentoring support behaviors may actually be provided by mentors and received by protégés.

The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals with evidence-based suggestions for recruiting, selecting and training mentors to improve mentorship programme effectiveness.

The authors conducted a critical review of existing quantitative research on mentor characteristics that have an impact on effective mentoring.

The authors identified five key categories of mentor characteristics linked to successful mentoring outcomes: competency in context-relevant knowledge, skills and abilities; commitment and initiative; interpersonal skills; pro-social orientation and an orientation toward development, exploration and expansion.

There is limited research on the characteristics of ineffective mentor characteristics, exclusion of articles that used qualitative research methods exclusively and how technology-based communication in mentoring may require different characteristics. Most of the included studies collected data in the United States of America, which may exclude other important mentor characteristics from other non-Western perspectives.

To ensure that there is both a sufficient pool of qualified mentors and mentors who meet the desired criteria, focus on both recruitment and training mentors is important. Incorporating the desired mentor characteristics into both of these processes, rather than just selection, will help with self-selection and development of these characteristics.

Despite the ongoing interest in identifying effective mentor characteristics, the existing literature is fragmented, making this challenging for HRD professionals to determine which characteristics are crucial for mentoring relationships and programme success. Addressing this practical need, this critical review synthesises the research literature and identifies patterns and inconsistencies. Based on the review, the authors provide evidence-based recommendations to enhance the recruitment, selection and training of mentors.