Engineering Educators’ Perspectives on Framing Mentorship Strategy at Autonomous Institute -A Qualitative Study

Abstract

Abstract— Mentoring is inevitable for the success of all student populations in engineering education. Early in their careers, young engineers can benefit greatly from the advice and support of faculty mentors. To assure that engineers are ready to join the industry being qualified both academically and professionally, it is vital to improve undergraduate engineering colleges' perspectives on mentoring. The study explores how engineering educators of an autonomous institution in South India perceive mentorship programs in undergraduate education by qualitatively assessing their perceptions. A total of 15 engineering educators were interviewed through a questionnaire consisting of open-ended questions. The following themes emerged from an analysis of the faculty responses viz., opinions of mentoring in engineering education, elements of successful mentoring, physical and mental health, skill development, defining short and long- term goals, trust and openness in the mentor-mentee relationship and Effective Mentoring strategy. The research analyzed the variations in the responses of participants based on their educational background and prior involvement in mentoring programs. The research aligns with the ZPD(Zone of Proximal development) model, which suggests that mentors can serve as a valuable resource for promoting both personal and professional growth. The article explores the limitations and advantages of experienced engineers and educators serving as mentors for students who are young engineers in practice. The results of this research will serve as a reference for engineering institutions to create a successful and integrated mentoring program that supports the mentee's overall development and career. Keywords— Mentoring, Mentee, Physical and Mental health, Roles of mentoring, Skill development, Trust and confidentiality.