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In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.

This paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.

The findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.

In presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.

This paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at what a mentoring culture is and the benefits and provides advice for companies on how to build this kind of culture.

This paper considers the approach taken by leadership coaching company The OCM to develop effective coaching and mentoring programmes which can contribute to organisational success in an ever-changing business environment. This paper explores current business challenges and how they can be overcome.

Creating a mentoring culture can transform a business. It can address many talent and leadership-based challenges and tap into the potential of knowledge transfer across a multi-generational workplace. The paper includes two case studies of organisations whose experiences of mentoring and coaching have been overwhelmingly positive and led to much-needed cultural shifts.

This paper attempts to raise awareness of the benefits of mentoring and coaching as an effective method for attracting, developing and retaining people and meeting the challenges of a modern workplace.

We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.

This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.

Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.

While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.

The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.

Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.

In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches’ perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which this help should be provided.

The author conducted a survey that gathered qualitative and quantitative data from coaches (N = 82) at a Dutch University of Applied Sciences in the north of the Netherlands. A differentiation in coaches’ number of years of teaching and coaching experience was considered.

The outcomes of the data analyses showed that overall, coaches claimed to be very aware of students’ mental health and well-being-related issues and that female coaches tend to be more aware of these than male coaches. The group of coaches with 5–25 years of coaching experience resulted in being less trained to notice when students struggle with mental health and well-being issues. Overall, coaches indicated to be tentatively willing to assist such students and reported to have a rather low ability and capability to assist students who displayed mental health and well-being issues. More than half of the respondents declared that “face to-face” was the most appropriate approach to address mental health and well-being topics, and most of the respondents (43%) answered that it should be “offered at student’s request.” Some suggested topics to be offered were stress, depression, anxiety, study-related issues, study motivation, persistence, emotional intelligence and emotional resilience. Coaches proposed to be provided with trainings that equip them with the necessary knowledge, tools, and concrete mental health and well-being topics that could be addressed during coaching. Additionally, there should be a clear distinction between professional mental health help and coaching for mental health and well-being in universities.

There were very few studies that reported on coaching for mental health and well-being in higher education after the Covid-19 pandemic in the Netherlands to compare the results with; the sample size of this survey was small; the survey was designed to capture only the coaches’ perceptions on students’ mental health-related issues.

By performing this survey, more empirical knowledge is added regarding higher education coaches’ perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the Covid-19 pandemic in particular. Furthermore, insights regarding higher education coaches’ perception on the frequency, form of the help offered, topics to be tackled and form in which this help to be offered were gathered.

By performing this survey, more empirical knowledge is added regarding higher education coaches’ perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the Covid-19 pandemic in particular. Furthermore, insights regarding higher education coaches’ perception of the frequency, form of the help offered, topics to be tackled and the preferred form in which this help should be offered were gathered.

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

This is the first meta-analysis evaluating the association between mentorship and TPD.

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

Based on the mentoring literature, this study aims to explore the mentoring functions developed by the travel industry and develop a multiple mentoring function scale (MMFS) for tour leaders.

Study One of this research involved in-depth interviews with 23 tour leaders for establishing the initial question bank and pilot test scale. In Study Two, the initial scale was pilot tested by 225 tour leaders for identifying the factor structure through exploratory factor analysis. In Study Three, the model was verified through confirmatory factor analyses of 251 calibration samples. In Study Four, cross-validation was verified by 227 validation samples.

In Study One, through the content analyses, an initial question bank of 51 questions was established. The question bank was reviewed by 15 experts, resulting in the development of a pilot test scale of 36 questions. In Study Two, 16 questions were retained after the initial scale was pilot tested, and four dimensions were identified, including career competency, reverse mentoring, career development and psychosocial functions. In Study Three, the model was verified through confirmatory factor analyses and confirmed to have good reliability and construct validity. Finally, a first-order, four-factor scale that consisted of 16 questions was established. In Study Four, cross-validation was verified.

MMFS establishment underwent a rigorous development process, and the scale’s reliability and validity are supported. It is suggested that future research should develop and construct a multifunctional model for tour-leading professionals based on the MMFS to evaluate the long-term impact of the MMFS.

Previous studies have mainly focused on typical mentoring functions. Multiple mentoring functions derived from the characteristics of tour leaders and guides have rarely been discussed. This research can fill the gap in the application of mentoring system to human resource management research in the tourism industry. As a result, this four-dimensional multiple mentoring functions scale provides a progressive perspective and be regarded as the first version of the scale development in the tourism industry.

基于师徒文献, 本研究探讨了旅游业的师徒功能, 并为旅游领队发展多元师徒功能量表（MMFS）。

研究一, 涉及与 23 位领队的深度访谈, 以建立初始题库和预试量表。研究二, 初始量表由225名领队进行试测, 通过探索性因素分析确定因素结构。研究三, 通过验证性因素分析251个校准样本以验证模型。研究四, 由 227 个验证样本进行复合效化。

研究一, 经过内容分析, 建立了51道题的初始题库。初始题库由 15 位专家审阅, 最终形成36 个问题的预试量表。研究二, 预试量表进行预试后, 保留了16个问题, 确定了四个构面, 包括职业能力、反向师徒、职业发展和社会心理功能。研究三, 通过验证性因素分析对模型进行验证, 证实具有良好的信度和建构效度。建立了一个由 16 个题项所组成的一阶四因素量表。研究四, 复合效化获得验证。

过往的研究主要集中在典型的师徒功能上。很少有人讨论基于领队和导游的特点而衍生出的多元师徒功能。本研究填补了师徒制在旅游行业人力资源管理研究中的应用空白。因此, 这四个构面的多元师徒功能量表提供了一个渐进的视角, 被视为量表发展的旅游业第一版。

MMFS的建立经历了严格的开发过程, 量表的信度和效度得到支持。建议未来的研究应基于 MMFS开发和建构旅游领队专业人士的多元功能模型, 以评估MMFS 的后续影响。

Basándose en la bibliografía sobre la mentoría, este estudio exploró las funciones de mentoría desarrolladas por el sector de los viajes y elaboró una escala de funciones de mentoría múltiple (MMFS) para guías y jefes de grupo turísticos.

En el Estudio Uno de esta investigación se realizaron entrevistas en profundidad a 23 guías turísticos para establecer el banco de preguntas inicial y la escala de prueba piloto. Estudio Dos, la escala inicial fue sometida a una prueba piloto por 225 guías de tours para identificar la estructura factorial mediante un análisis factorial exploratorio. Estudio Tres, el modelo se verificó mediante análisis factoriales confirmatorios 251 muestras de calibración. En el Estudio Cuatro, la validación cruzada se verificó mediante 227 muestras de validación.

Estudio Uno: a través de los análisis de contenido, se estableció un banco de preguntas inicial de 51 preguntas. El banco de preguntas fue revisado por 15 expertos, lo que dio lugar a la elaboración de una escala de prueba piloto de 36 preguntas. Estudio Dos, se retuvieron 16 preguntas, tras la prueba piloto de la escala inicial, y se identificaron cuatro dimensiones, que incluían la competencia profesional, la mentoría inversa, el desarrollo profesional y las funciones psicosociales. Estudio Tres, el modelo se verificó mediante análisis factoriales confirmatorios y se confirmó que tenía una buena fiabilidad y validez de constructo. Por último, se estableció una escala de primer orden y cuatro factores que constaba de 16 preguntas. En el Estudio Cuatro, se verificó la validación cruzada.

Los estudios anteriores se han centrado principalmente en las funciones típicas de la mentoría. Rara vez se han tratado las funciones múltiples de mentoría derivadas de las características de los guías y jefes de grupo turísticos. Esta investigación puede llenar el vacío existente en la aplicación del sistema de mentoría a la investigación de la gestión de recursos humanos en la industria turística. Como resultado, esta escala de funciones de mentoría múltiple de cuatro dimensiones proporciona una perspectiva progresista y puede considerarse como la primera versión del desarrollo de la escala en la industria turística.

El establecimiento de la MMFS se sometió a un riguroso proceso de desarrollo, y la fiabilidad y validez de la escala están respaldadas. Se sugiere que en futuras investigaciones se desarrolle y construya un modelo multifuncional para guías profesionales de turismo basado en la MMFS para evaluar el impacto a largo plazo de la MMFS.

This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.

This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.

Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.

Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.

This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

The paper assessed the required drivers of mentoring practices in construction-related firms: a perspective of the quantity surveying (QS) firms in Nigeria with a view to providing possible drivers for effective mentoring relationships in the respective construction firms.

Survey design was used to assess the level of knowledge, mentoring concept adoption and the required drivers of mentoring relationships in construction-related firms. QS firms in Abuja, Nigeria were sampled through the use of semi-structured questionnaires. A total of 149 questionnaires were administered to principal partners, partners, senior quantity surveyors and quantity surveyors in QS firms in Abuja through personal delivery. A total of 142 of them were returned and found suitable for analysis, representing 95.30% effective response rate. Percentage, mean, Kruskal–Wallis and factor analyses were utilized for the analysis of the data.

The study revealed an appreciable knowledge of mentoring concept but not so much with the adoption in the respective firms. This connotes that there is a problem with the adoption of mentoring concept in construction-related firms despite knowledge of the concept. Also revealed by the study, are the required drivers of mentoring practices in construction-related firms.

The findings show the required drivers of mentoring practices in construction-related firms and the recommendations to further the adoption and implementation of these drivers to ensure mentoring practices thrive in construction-related firms in the country.

This paper reveals the required drivers of mentoring practices in Nigerian construction-related firms and provides ways through which the drivers can be implemented in the construction firms.

This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: “Which components of mentoring influence the mentors' professional development?” and “What is the differential impact of each of these components as they are internalized by the mentors?”

A total of 765 mentors completed a questionnaire composed of 47 multiple-choice questions and an open-ended question describing the contribution of mentoring. The survey thus generated both quantitative and qualitative data.

The results show three main components of mentoring that influence mentors' professional development in the following order: personal–emotional, didactic knowledge and systemic–organizational. The findings also illustrate how the mentors used a comparison process to develop their professional perception: first, by comparing their role as a teacher and their role as a mentor, and second, by comparing their own professional identity as a teacher with that of the novice-teacher.

The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.

The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.

The manuscript attempts to explore the dynamic relationships within the mentoring process by investigating how mentoring impacts the development of mentors. It presents insights into the benefits of mentoring novice-teachers for the mentors themselves via analysis of a large-scale, nationwide study.