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The essence of management education lies in preparing and enabling the students to evolve cognitively, affectively and behaviorally into capable ones equipped to meet and manage challenges from within and outside their organisations or workplaces. Mentoring, as pedagogy, results in enhancing effectiveness of B‐schools (Institutions offering MBA program) in ensuring the transformation of students into professionals. The purpose of this paper is to analyze and evaluate the formal and teacher‐initiated student mentoring in B‐schools in Kerala in terms of the designated activities, to establish effectiveness of mentoring as outcomes of faculty‐related antecedents and mentoring activities, and to demonstrate the effectiveness in terms of the psycho‐social changes of students.

This research employed a conclusive approach that combined the features of descriptive and explanatory research designs. The respondents of the study comprised 141 permanent teachers, 327 first‐year students and 318 final‐year students enrolled in the management programs of 19 B‐schools in Kerala that had minimum five years of existence and approval of the All India Council of Technical Education (AICTE).

The study revealed that less than half of the B‐schools had implemented a mentoring program as part of their pedagogy. A structural equation model using the partial least square technique validated the conceptual model and the findings revealed that socio‐demographic characteristics, mentoring activities (teach the job, provide challenge, teach politics, career help, sponsor, career counseling and trust) influenced effectiveness of mentoring.

The study was conducted only among B‐schools, hence the research results may lack generalization. Therefore, researchers are encouraged to test the proposed model further.

The paper includes a conceptual framework employed for bringing about effectiveness of mentoring, proven to be valid and may be considered by B‐schools that are institutionalizing mentoring as an element of the pedagogy.

The paper bridges the perceptible lack of theoretical and empirical bases to explain the dynamics of student mentoring in management institutes in the country and will be an eye‐opener to management institutions which have not incorporated mentoring as part of their pedagogy.

Mentoring is more and more studied by researchers on account of its professional and personal impact on mentees. This contribution has two main objectives. First, to empirically validate the benefits for the mentor and to test links between mentoring activities and benefits through a multidimensional analysis. Second, to incorporate two variables structuring the relationship into the analysis: the formal vs informal nature of the mentoring relationship and the gender composition of the dyad. The paper aims to discuss these issues.

In total, 161 French managers have been surveyed.

The results show that mentors value the personal dimension of the relationship more than the professional dimension. Moreover, informal mentoring favours the perception of a rewarding experience by the mentor, whereas formal mentoring is synonymous with improved professional performance. This research calls into question the advantage of same-sex dyads, suggesting that heterogeneity favours improved performance.

The originality of the paper was to focus on the homogeneity of the mentor-protégé dyad in terms of gender.

This chapter focuses on two major concepts in entrepreneurship training, namely coaching and mentoring. A study of these concepts reveals at least two schools of thought, that coaching and mentoring are two parallel and distinct activities that can be used to support each other, and that coaching and mentoring are not separate activities — coaching is considered part of the mentoring activity or mentoring part of the coaching activity. Data from 36 university-based training programmes and 450 coaching and mentoring cases at 7 Swedish universities were analysed. We used a checklist to gather information on 21 items linked to these 4 distinctive groups: first structural issues (mission, form and task); second, process issues (i.e. connection to programme content, meeting environment, problem solving, assessing the opportunity or idea, operative role, confidentiality and networking); third relationship (i.e. extent, meeting, initiative, homework, documentation and follow-up) and fourth character of the coach and mentor (background and experience, engagement, integrity, social skills and role or ethics).

Coaching and mentoring differed markedly, for example in terms of mission, problem solving and use of generalist versus specialist competence. Similarities occurred in the areas of opportunity or idea assessment, and meeting environment, operative role and confidentiality agreements. The authors are convinced that the coach and the mentor have different roles in helping the young individual to become a better entrepreneur. Coaching and mentoring were found to be parallel activities that complement each other.

This evaluative research represents the first report in the literature to date in which a group mentoring programme has been evaluated using a quasi‐experimental research design. Results indicated that the programme was effective in one domain of professionalism, the main outcome variable; and that career‐development outcomes were significantly higher in programme participants. In addition to the previously established functions of mentoring (career and psychosocial development), the research suggests that the conceptual basis of mentoring should be expanded to include the function of professionalism. This has implications for both the practical aspects of mentoring programme development and for future evaluative research. Data were collected by means of pre‐ and post‐test questionnaires and analysed by multiple regression analysis.

This paper offers a description of mentoring within the context of a large organisation. Mentoring is increasingly employed in many occupational settings in relation to induction, career development and change. It is becoming recognised on both sides of the Atlantic as a highly effective human resource development process. Examples of mentoring activity can be found in many diverse organisations – the voluntary sector, schools, the private and public sector, large and small businesses. The Halifax plc is one such organisation and we aim to offer a description of the beginnings of mentoring within the Halifax. We present a detailed account of how the mentoring arrangements were started, matched and developed, and attempt to draw some early conclusions from this ongoing process.

The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

This collaborative project, undertaken in the context of higher education in England, examined students’ motivations for undertaking a voluntary extra‐curricular mentoring role with young people in public care. It also considered students’ perspectives on what they gained from this experience.

The research was undertaken using a qualitative case study approach, with a focus on students undertaking mentoring in addition to their studies. The case study was a community project that drew on student volunteers to mentor children and young people who are looked after by the local authority. Methods included semi‐structured interviews, focus groups, development of individual exemplars, and the use of Web2 technologies, specifically a blog site and vodcasts. Data were collected between September 2010 and May 2011.

Findings reported in this paper demonstrate the reasons students engaged with mentoring looked after children as an extra‐curricular activity and the benefits they gained from this experience. As such, institutions and educators might consider how student engagement in mentoring can be valued and embedded in the wider student experience.

This literature provides evidence of mentoring as an important social and political phenomenon. Whilst much is known about benefits to mentees and, to a lesser degree, for mentors in the mentoring relationship, this research explores the issues in more depth by considering the interface between being a mentor and completing undergraduate or postgraduate level studies. In particular it discusses the potential for mentoring to become embedded within the curriculum to ensure education for sustainable futures.

Management education has received an immense amount of attention from both scholars and practitioners in the last few decades. Most research efforts have aimed at improving classroom education processes, programs and outcomes. Only a limited amount of research has focused on extracurricular activities such as mentoring top talented students for international business case competitions. This paper aims to examine the knowledge flow between mentors and strategic management undergraduates while they prepare for international business case competitions. This flow provides the opportunity for the development of phronetic skills, knowledge and leadership potential of undergraduates.

To understand the flow, 55 mentors worldwide were examined to provide evidence of their mentoring practices, perceived development of undergraduates and reverse learning of the business schools' top talents. For the analysis, the study used partial least squares–structural equation modeling.

The results of the study indicate that extracurricular mentoring of business case competitors strongly affects their development and creates recursive effects on the development of mentoring activities.

Given the parsimony of mentors for premier global case study competitions, the findings of this study cannot easily be generalized to mentoring as such.

Despite the importance of the topics, to the best of the authors’ knowledge, a study of this kind has never been conducted before. For the construct of the authors’ model, the study was inspired by the multistage mentoring process theory.

The purpose of this study is to define characteristics and processes that enhance informal learning in a public sector workplace.

Based on interviews and questionnaires, the authors solicited examples of informal learning practices that 40 supervisors experienced during their careers. The examples were content analyzed to define seven broad themes underlying informal learning.

The findings illustrate seven broad themes describing learning activities and processes. The first three themes describe the types of informal learning activities that supervisors found valuable: relationships; learning opportunities enlarging or redesigning their jobs; and enrichment opportunities that provided higher levels of managerial learning. Four themes describe processes for facilitating informal learning: planning processes; active learning and modelling; relationship dynamics; and tying learning to applications.

The value of this study is in presenting a possible framework defining informal learning that describes both activities (the what) and the underlying processes (the how) by which they are delivered. Beyond this, it suggests that there is a close connection between the activities and the processes underlying them.

This study investigates the impact of mentoring on real estate students' entrepreneurial intentions with a focus on Nigeria, an emerging African economy. Specifically, the study assessed the influence of mentoring on the entrepreneurial intentions and career preferences of real estate students and analysed the influence of having a real estate mentor on the respondents' perception of the motivators and inhibitors to their entrepreneurial intentions.

The study adopted a descriptive research approach using closed-ended questionnaires. The study population comprise final year real estate students selected from three federal universities offering Real Estate in southwest Nigeria. Total enumeration was adopted for the study. From a total population of 231 students, a response rate of 69.26%, representing 160 questionnaire were retrieved and found suitable for the analysis. Descriptive and inferential statistical techniques were employed for data analysis.

The result shows that the factor structure of the motivators for students who have real estate mentors clustered into four constructs; in order of influence are personal fulfilment/satisfaction, flexibility/financial motives, mentoring/economic influences and personal preferences/prestige and status. Meanwhile, economic/independence, personal preference/fulfilment, financial motives/self-perception and mentoring were the factor clusters influencing intention for real estate enterprise by students who have no real estate mentor. Predominant debacles across both categories of respondents relate to the lack of support and market uncertainty.

There is a growing body of knowledge exploring the linkages between mentoring and the development of entrepreneurial intentions. However, scant empirical investigations have examined the impact of mentoring on real estate students, especially from the perspectives of emerging markets which are usually characterised by low economic opportunities and where issues of graduate unemployment appear endemic and yet to be appropriately resolved.

This study explores the implications of mentoring on the entrepreneurial intentions of real estate students' from the perspective of an emerging market.