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This study aims to examine the relationship between mentorship, innovation and entrepreneurship performance in Africa’s largest economy. This study argues that mentorship and innovation play significant roles in driving entrepreneurship performance in the country. It explores the impact of mentorship on entrepreneurial development, including the transmission of knowledge, skills and networks.

This study analyzes the role of innovation in fostering entrepreneurial growth and competitiveness, particularly in the context of Nigeria, Africa’s largest economy. The authors engaged data obtained from the Youth Enterprise with Innovation (2019) and made use of the propensity score matching.

The findings suggest that effective mentorship programs and innovative approaches can enhance entrepreneurial performance, promote economic growth and contribute to sustainable development in Nigeria, Africa’s largest economy.

The literature on entrepreneurship in Africa’s largest economy, Nigeria, has mainly focused on factors such as access to finance, the business environment and government policies, with limited research on the role of mentorship and innovation in entrepreneurship performance. This study contributes to the growing body of literature on entrepreneurship in Nigeria, particularly on the role of mentorship and innovation in entrepreneurship performance.

In line with the expansion of Kenya's vocational education sector, the Government of Kenya has recruited additional technical, vocational education and training (TVET) teachers. It is expected that existing TVET teachers will mentor the new teachers. However, teacher mentorship practices in Kenya's TVET sector are under researched, and it remains unclear what mentorship practices exist and how effective the practices are. This study therefore sought to investigate TVET teacher mentoring practices in Kenya and identify opportunities for ensuring effective and sustainable TVET teacher mentoring.

The study adopted a concurrent mixed-methods approach, involving a questionnaire survey (170 participants) and semi-structured interviews (16 participants). Participants were drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area. Thematic analysis of interview data was combined with descriptive and inferential analysis of the survey data to arrive at a combined set of findings.

The analysis of the data revealed that while TVET teachers value mentoring, mentoring practices are limited to basic introductions and incidental supportive dialogue between teachers. Moreover, guidelines to structure and guide mentoring are yet to be developed. New teachers are therefore not adequately mentored. It is recommended that administrators and teachers receive training on the use of effective mentoring practices and a policy framework to guide teacher mentorship be developed.

The study contributes to the understanding of TVET teacher mentoring in Kenya and identifies much needed interventions for ensuring effective mentoring of new TVET teachers.

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.

To examine how perceptions of complementary and supplementary fit and relationship quality contribute to successful mentorship co-creation.

Data were collected via cross-sectional survey of 145 mentor–protégé dyads within institutions of higher education in the USA. Mentors evaluated their perceptions of supplementary and complementary fit and relationship quality with their protégés and vice versa. Additionally, mentors evaluated their protégés’ performance, whereas protégés reported on their own learning. Data were analyzed using the actor–partner interdependence model.

Results suggest that one's own fit perceptions are most important in predicting one's evaluation of relationship quality. Additionally, for both mentor and protégé, complementary fit and supplementary fit predict evaluations of relationship quality to a similar degree. Finally, each person's perceptions of relationship quality mediated the relationships between their own perceptions of fit and mentor-rated protégé performance, but not the relationships between perceptions of fit and protégé-rated learning.

Research has often studied mentorships from the perspective of one party, which limits our understanding of mentorship co-creation. This study investigates how both parties simultaneously contribute to mentorship success, as indicated by protégé learning and performance. Additionally, the authors clarify the extent to which perceptions of different types of fit are instrumental in co-creating successful mentorships.

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.

Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.

The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.

Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers.

A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG).

A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging.

For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.

The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.

The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.

The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Bryan Otte, Chief Human Resources Officer at MGAC, examines the shifting dynamics of remote and hybrid work models. Addressing challenges in workplace connections, mentorship and trust, Otte advocates a human-centric approach for HR leaders. This study aims to deliver insights and practical strategies, guiding HR professionals in adapting strategies to facilitate meaningful connections, robust mentorship programs and sustained professional growth within the evolving work environment.

Bryan Otte uses a qualitative approach, leveraging his role as Chief Human Resources Officer at MGAC. The methodology involves a thorough examination of the impacts of remote and hybrid work models on workplace dynamics. Otte integrates real-world examples and insights, offering practical strategies for HR leaders with a focus on a human-centric perspective. This approach combines professional expertise with a nuanced understanding of the evolving workforce, providing concise and valuable guidance for adapting HR strategies to the changing landscape of work.

Otte’s findings reveal challenges in remote and hybrid work, including potential disengagement and trust issues. The absence of a central workplace hub may contribute to feelings of isolation, particularly among younger associates who often derive relationship modeling from the workplace. The study advocates for a human-centric approach, emphasizing the enduring value of intentional team building, mentorship programs and fostering relational bonds. The research underscores the need for HR leaders to adapt strategies, ensuring positive workplace engagement, professional growth and overall well-being in the evolving work landscape.

Bryan Otte’s article brings originality through his role as Chief Human Resources Officer at MGAC, providing unique insights into challenges posed by remote and hybrid work. The practical strategies proposed, emphasizing a human-centric approach, offer innovative solutions to address issues such as disengagement and trust. The article’s value lies in shaping HR strategies for the evolving workforce, stressing the enduring importance of intentional team building and mentorship programs. Otte's blend of professional expertise and nuanced understanding contributes significantly, offering actionable guidance for HR leaders navigating the changing dynamics of work.

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.

The study aims to determine the outcomes of mentorship in an online game system, as well as the characteristics of good mentors.

A combination of anonymized survey measures and in-game behavioral measures were used to power longitudinal analysis over an 11-month period in which protégés and non-mentored new players could be compared for their performance, social connections and retention.

Successful people were more likely to mentor others, and mentors increased protégés' skill. Protégés had significantly better retention, were more active and much more successful as players than non-protégés. Contrary to expectations, younger, less wealthy and educated people were more likely to be mentors and mentors did not transfer their longevity. Many of the qualities of the mentor remain largely irrelevant—what mattered most was the time spent together.

This is a study of an online game, which has unknown generalizability to other games and to offline settings.

The results show that getting mentors to spend dedicated time with protégés matters more than their characteristics.

Good mentorship does not require age or resources to provide real benefits.

This is the first study of mentorship to use survey and objective outcome measures together, over time, online.