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The purpose of this paper is to examine the outcomes of a formal university mentorship program that paired junior and senior (third and fourth year) undergraduate student mentees with mentors from industry. Specifically, the researchers examined the effects of mentorship on mentees’ psychological sense of community at the university, and job search self-efficacy (confidence).

The researchers used a mixed-methods design that incorporated survey data and qualitative data from interviews and focus groups. Where relevant, mentees were compared to a control group of students who did not participate in the mentorship program.

The results demonstrate that the mentees accrued several benefits from participating in the mentorship program. For mentees (but not the control group), job search self-efficacy increased over time as a result of participating in the program. Mentees valued receiving practical career-related support such as opportunities for networking, resume development and job interviewing skills. Mentees also gained a more realistic view about the workplace and their potential career options, and received important psychosocial support from their mentor.

Results suggest that junior and senior undergraduate student mentees gained professional and career-related benefits including increased job search self-efficacy from participation in a mentorship program that paired them with mentors from industry. In addition, the qualitative results indicate that mentees reported psychosocial benefits including an increased sense of connection to the university. Altogether, results indicate that undergraduate students experience positive outcomes from participating in mentorship programs designed to prepare them for the transition from university to the workplace.

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 examine how doctoral students experienced mentorship in their supervision context and how the mentorship they received impacted their well-being.

An interpretive phenomenological methodology was selected to frame the research design. This research approach seeks to study the individual lived experience by exploring, describing and analyzing its meaning.

The findings revealed three different quality levels of mentorship in this context authentic mentorship, average mentorship and below average/toxic mentorship. Doctoral students who enjoyed authentic mentorship experiences were more motivated and satisfied, students who reported average mentorships needed more attention and time from their supervisors, and students who had below average/toxic mentorships were stressed out and depleted.

A limitation of this study is the lack of generalizability owing to the small sample size typical in qualitative studies. Another limitation is that this research did not include students who quit their programs because of dysfunctional supervision experiences.

Students and supervisors can use the findings to reflect on their beliefs and practices to evaluate and improve their performances. Also, authentic mentors can benefit from the findings to create a positive culture for all students to receive support. Finally, current supervisory policies can be reviewed in light of this paper’s findings.

The findings show the nature of mentorship in an authoritative context, and how it can be toxic when power is misused.

This study provides new knowledge in relation to the different types of mentorship experiences that exist in doctoral supervision, and how each type can influence students’ well-being differently. Additionally, it reveals that doctoral students can graduate, even in the face of toxic mentorship, but at the expense of their well-being.

The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to determine whether candidates felt they had increased their professional learning and prepared for the realities of the job early in their training program as a means to enhance their well-being.

A systemized, virtual mentorship network was set up and a qualitative mixed-methods study was conducted with two separate groups of 77 students total consisting over a three-month course in two consecutive years. Three data sets were collected; this paper reports on one set – qualitative self-reports from mentee participants.

The response from preservice teacher participants was, through qualitative self-reports, an overwhelmingly positive. After engaging in a guided virtual mentorship with an experienced teacher, they felt more prepared, more confident and more supported. Response from the preservice teacher participants provided evidence and confirmed a sense of improved educational preparedness for teaching by engaging in a guided virtual mentorship partnership with an experienced teacher.

Virtual mentorships are highly beneficial for teacher candidates’ learning and professional growth; the relationships positively impact preservice teachers’ level of preparedness for the profession, which can lead to increased confidence and contribute to a positive sense of well-being. In addition, the virtual approach eliminates many of the access barriers that limit the efficacy of traditional, face-to-face mentorships. In doing so, the virtual format makes mentorships a possibility in any teacher preparatory education program, with endless opportunities to connect teachers across the world.

In an effort to better prepare quality teachers, a virtual mentorship program, embedded in teacher education programs, is a viable solution for shaping preservice teachers learning in the early stages of their careers, establishing a commitment to professional learning and mitigating teacher attrition rates and burnout by enhancing well-being. For these reasons, the authors believe virtual mentorships can be considered to be used as a framework for the future.

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.

The purpose of this study is to investigate a four-year mentorship program for Japanese graduate students at a private university in Tokyo, Japan. The following research questions were investigated: First, does mentorship provide effective and adequate preparation needed for graduate students to perform competitively (e.g. attending conferences, publishing in journals, etc.) in academic forums? Second, what kinds of benefits are gained by the mentees? Third, what factors are conducive to the benefits accrued by the mentees? Fourth, what are the obstacles to providing an effective mentorship program?

Adopting narrative approach as its research method, this study collected and analyzed reflective essays from 13 Japanese students in a TESOL (Teaching English to Speakers of Other Languages) program.

Particular types of mentoring which encouraged active participation in scholarly activities through appropriately scaffolded inductions into academia led to increased mentee confidence in terms of making the transition from student to scholar.

The students should not remain assistants on the periphery of academia, but rather play active roles to extend their knowledge and expertise to something that they can attain only with appropriate scaffolding (Vygotsky, 1981). In order to promote such mentorship, it is emphasized that institutional support is indispensable, and that the significance of solid mentorship programs should be re-acknowledged and discussed on an official level.

The study of mentoring within a Japanese context, in particular from the perspectives of sociocultural theory (Vygotsky, 1981) and Bandura's (1994, 1995) self-efficacy theory, is an under-researched area.

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.

In all, 218 business/psychology working students contributed to the validation of the 20-item Mentor Expectations Measure (MEM). Mentors expected outcomes of mentoring protégés based on protégé race and mentors’ level of social dominance orientation (SDO) were established. The paper aims to discuss these issues.

Study 1: to better understand the structure of the newly created MEM, (and to take the first step toward establishing a model) the authors conducted an exploratory factor analysis, using principle axis factoring procedure for extraction with direct oblimin rotation. The factor analysis yielded four viable factors. Study 2: participants were the same 218 working undergraduate students from a mid-sized university located on the west coast of the USA. SDO and social desirability were collected and survey participants were presented a stimulus story written so that the reader would take on the perspective of a mentor within a formal organizational mentorship program. Participants were randomly assigned stories in which they, as the mentor, receive a new protégé (the manipulated variable – perceived ethnicity). Other than the names of the protégés, the stimulus stories and questionnaires were exactly the same. The survey consisted of 63 questions in total.

Given evidence of discriminatory behavior toward those that threaten hierarchical norms, the authors anticipated worse expectations for the mentorship to be found in the African American protégé manipulation. Based on the literature, the authors also anticipated stronger interactions between SDO and the mentorship expectations based on the discipline of the mentor. Participant-mentors estimated expected mentor outcome rewards from mentoring a Black or White protégé. No interactions were established, but SDO was a significant predictor of lessened expectations across several elements of the mentorship. This suggests that high levels of SDO in workplace hierarchies manifest poor expectations toward mentorship outcomes no matter the race/ethnicity or disciplinary back ground of the mentor.

While the subjects in the study represent realistic entry level managers and the sample size is acceptable, the authors would like to replicate using larger sample sizes in the future.

The development of the MEM reflects a step forward in the psychometric matching of mentors with protégé. The authors recommend utilizing the MEM to evaluate mentors before establishing a relationship and making sure that the relationship is based on clear expectations, knowledge and balanced interpersonal relationships. Importantly, understanding the impact of individual differences like SDO will facilitate more productive relationships than matching on just ethnic and gender-based commonality.

As significant negative correlations (at the 0.01 level) were found between SDO and mentor commitment, mentor tangible rewards, as well as mentor intrinsic rewards. The negative relationships suggests that as SDO levels increase, participants level of commitment to the protégé lessens, their expectation of tangible rewards based on the mentor ship lessen, and their own levels of intrinsic rewards will diminish. This paints a picture of low expectations for the protégé based on one’s level of SDO, which surprisingly does not seem to interact with race of protégé.

First, the MEM can facilitate the matching of mentors and protégés’. Second, researchers (Klauss, 1981; Kram, 1985) have pointed out that formal mentorship relationships may suffer due to the lack of initiative and commitment which the MEM clarifies. Third, the MEM can be used to examine and existing mentorship relations. Fourth, established use of the MEM or mentorship assessment would signal a “culture of mentoring, with organizations broadcasting the seriousness with which they take mentorship. Finally, the authors establish the impact of SDO on mixed race mentorships.

The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers.

This paper was comprised of a review of the current literature. Key terms were used to identify initial sources. The search was narrowed further by using the Boolean operator AND to link key terms.

Much of the literature exploring mentorship and induction focuses on the formal structures and the targeted learning outcomes of the processes. However, the emotional and personal support afforded new teachers through the development of relationships with mentors is being recognized as contributing high value to the continued retention efforts. Although there are promising practices with regard to induction programs and formal mentorship arrangements in some schools, these practices are very scattered and may not even be equally well established within one school district.

Implementation of models that are focused on personal and professional support of new teachers could provide an avenue of research examining teachers’ perceptions of well-being and resiliency. Longitudinal, pan-provincial and pan-national research is necessary for developing more support for systemic implementation of mentorship models.

While there is research identifying existing programs and induction models, this paper uses the lens of early career teacher well-being to point out promising practices and additional considerations for adopting a holistic approach to mentorship. This mentorship model may result in better personal and professional outcomes for new teachers.

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.