Good Mentor Research Articles

An Empirical Investigation of the Mentor-Mentee Relationship Among Female Architects and Female Architectural Students

Women are highly underrepresented in the construction industry. In line with the sustainable development goals (SDGs) of the United Nations of gender quality and reducing inequalities, there is a need to think of innovative and sustainable frameworks to increase women's quota in the construction trade, especially in architecture. The study investigated the mentor-mentee relationship between female Architects and female Architectural students. The study utilized a research survey approach using a questionnaire data instrument. Using a purposive sampling technique, 84 research participants, consisting of female Architects and female Architecture students, participated in this study. The data collected are presented using bar charts, mean scores, principal component analysis (PCA), and categorical regression (CAT-REG). The study identified characteristics associated with good Mentors and good Mentees in the design profession. Mentees identified the main features that make a good mentor as the ability to teach, listen attentively, and communicate effectively. On the other hand, Mentors identified the qualities of a good mentee who communicates, is focused and demonstrates intelligence. The study showed that the significant negative experiences in a mentor-mentee relationship include a clash of personalities between the mentors and mentees, stealing credit for work done by both parties, and unrealistic expectations. Furthermore, these negative experiences result from poor attitude, wrong emotions, and loss of motivation. In conclusion, the study showed that proper implementation of Women mentoring programs among design professionals could lead to potential outcomes such as improved productivity, empowerment of inexperienced personnel, attracting likely female students, retaining women professionals, higher salaries, higher job satisfaction, and an increase in role models/mentors.

Research and leaders: a twisted tale!

Good leadership is important for the efficient functioning of an organization. PhD and postdoctoral research is a mentally challenging job, and a good mentor must be able to both treat students with compassion and provide motivation. Coronavirus disease 2019 (COVID-19) has resulted in the decline of the mental health of a large fraction of mentees.

Http://habibiaislamicus.com/index.php/hirj/article/view/198

Prof. Dr. Ihsan-ul-Haq was a prominent scholars of Arabic and Islamic studies who played a vital role in the promotion of Arabic language and literature and awaking of Muslim nation in in Pakistan. Dr. Ihsan was a great Islamic preacher, good writer, eloquent speaker, compassionate and exemplary teacher, an excellent researcher, good mentor and reformer as well. He always strived for the understanding of the Qur'an and the teaching of the Arabic language in Pakistan. He loved Arabic language very much. Listening, speaking, reading and writing Arabic was his favorite pastime. He edited various textbooks in Arabic to develop the expertise of the students in Arabic language. He was also a great admirer of Urdu language. His sermons, speeches, lectures, articles and scholarly writings published in Urdu language were very easy, simple and neat. He speaks in a common sense according to the mental level of the listener and the reader so that the right of communication can be exercised. In this study, I have viewed the impact of Arabic language in his literary services. I adopted the method of description, analytics and historical criticism which covers all the aspects.

Benefits, positive factors and difficulties perceived by mentors participating in a mentoring programme aimed at youth in residential care

AbstractMentoring programmes targeting young people in residential care need to promote long‐term mentorships. Youth in residential care are a sensitive population that can be particularly affected by the ending of a mentorship relationship, due to their troubled bonding history. However, little is known about the difficulties mentors may encounter in such programmes, how to help mentors overcome problems, have a good mentoring experience and, ultimately, how to retain mentors. Within the framework of a pilot mentoring program aimed at youth in residential care carried out in five European countries, a two‐phase study was designed to (1) explore positive factors and difficulties faced by mentors and (2) analyse the perceived benefits of participating in such a program. This article reports on findings from sixteen interviews with mentors in Spain and a survey of 62 mentors in Austria, Croatia, France, Germany and Spain. Factors that contribute to promoting a better mentoring experience and longer‐term mentorships include taking care of the relationship between mentor and youth in residential care, encouraging youth in residential care to participate in decision‐making and promoting collaboration between stakeholders. Minimising the impact of negative external factors from different contexts is also important. Finally, a key role is played by reinforcing mentor well‐being, personal growth, socialisation and social awareness. [Correction added on 09 August 2021, after first online publication: The fifth sentence has been updated with more details of the mentors.]

Words and Silence in Job Mentoring

Today, economic sustainability is a social priority and it implies positive, rewarding, and creative relationships in the workplace. Creativity, innovation, and subjective welfare will remain extremely important for sustainable production models in an age of technological acceleration, ecological threats, and digital globalization. With the impact of the COVID-19 pandemic and the new ways to organize work, this is even more important. The basis for this is to be found in education, especially in secondary and higher education. Good mentoring is becoming essential in professional development; this activity is based on words and silence, using corporate and individual coaching tools to open new doors of creativity. Following Peter Drucker’s (1954) work in management thinking and the approach of positive psychologists, this paper presents a new concept of sustainable working relationships for the 21st century based on words and narratives.

Mentoring: The Way to Academic Excellence

This study is aimed at exploring the rationale behind academic mentor’s success, as mentoring is a developmental process involving capacity-building, knowledge transfer and employee retention in organizations. This paper is a conceptual study conducted with an extensive review of relevant literature on mentoring. The reviewed literature centres on meaning, forms and types of mentoring, qualities of a good mentor, stages and benefits of mentoring, challenges of mentoring, mentoring and academic excellence. This study was anchored on the descriptive mentoring theory by Kram (1985). The study found that regardless of how well a mentor and mentee fit together, either in form or in a positive way, the relationship should be professionally structured as well as considered and respected by both parties. The study also concludes that most successful mentorship usually evolve into friendship with both partners learning and providing support for each other. This paper contributes in the existing literature by examining the rationale for successful mentorship and ways to overcoming mentors challenges. No previous research has illustrated the ways mentorship could lead to academic excellence in Nigerian tertiary institution.

The Magic of Project Resolution in a Short Period of Time: Design Sprint Applied in Higher Education

The research conducted in this study was applied to multidisciplinary groups of Higher Education belonging to different degrees using the methodology proposed by the Design Sprint (DS) tool for the achievement of different challenges/objectives in a very short time. The methodology used is an adaptation of the one proposed by the DS, carried out in five non-consecutive stages/sessions focused on students of the first two years of different degrees of the CEU San Pablo University. The students, in general, have valued very positively the collaborative work in small groups, the time management and the administration of work under stress. The abandonment of the different challenges was set at 32%. A high level of commitment has been appreciated among the students to reach the proposed challenges, however, the work of the mentors as guides, becomes essential in the first courses of the different degrees in a general way. The application of the SD methodology provides students with an increase in their performance, in their ability to work in teams and to adapt in the best possible way to the demands of a society that is increasingly demanding new technologies. Students have increased their ability to reflect, transform and innovate in the different objectives/challenges/projects demanded by the new circumstances and social strategies. The support of good mentors, critics and specialists in the different areas to be addressed is necessary to offer students a better learning experience.

Healthcare Professional Experiences of Clinical Incident in Hong Kong: A Qualitative Study.

BackgroundStudies showed that adverse events within health care settings can lead to two victims. The first victim is the patient and family and the second victim is the involved healthcare professionals. However, there is a lack of research studying the experiences of healthcare professionals encountering clinical incidents in Hong Kong. This paper reports a qualitative study in exploring the healthcare professional experiences of clinical incident, their impacts and needs.MethodsThis study is the second part of the mixed research method with two studies conducted in a cluster of hospitals in Hong Kong. Study 1 was a quantitative questionnaire survey and Study 2 was a qualitative In-Depth Interview. In study 2, a semi-interview guide was used.ResultsResults showed that symptoms experienced after the clinical incident were mostly from psychological, physical, then social and lastly spiritual aspects which were consistent with those found in study 1 and other studies. Using content analysis for analyzing the impacts, four themes were identified. Concerning the impacts immediately from the clinical incident, two themes emerged were 1) facing emotion distress and 2) maintaining rationality. Regarding the impacts after the clinical incident, another two themes were 3) managing further emotional distress 4) restoring personal wellness. With regard to the needs after clinical incidents, three themes emerged were 1) self-recovery; 2) senior good mentoring and 3) positive organization climate with emphasis on enhancement of training and development of a positive practice culture.ConclusionGreat impacts are found with healthcare professionals encountering clinical incidents from a holistic perspective. They need time for self-recovery with support from good supervisors, peers and a caring environment. Some recommendations based on the findings of the study are made.

On the road less travelled

Postdoc Brooke Russell and graduate student Tamia Williams share their stories of being #BlackInPhysics, from the importance of finding your community and creating a good mentoring environment, to having the determination to succeed

The mentoring relation as an interpersonal process in EDUCATE: A qualitative case study of mentor–mentee perspectives

The EDUCATE research-based accelerator employs academic mentors to support entrepreneurs to use research in the development of educational technology. Mentorship is a common feature of business accelerators, yet only a few empirical studies have shown or analysed the relationship and how it influences business success outcomes. In EDUCATE, the mentorship adopts a unique approach by focusing the relationship on goals and evidence-based knowledge exchange concerning educational technology. Examining previous literature on mentorship and exploring the novel features of EDUCATE, a qualitative case study was conducted using a semi-structured interview with a mentor and mentee within the programme. Although this was a limited study of only one dyad mentor−mentee relationship, the research elicits findings that may be of interest for future research. The study highlights the importance of the interpersonal process of mentorship, and advances understanding of what constructs effective mentorship relationships for accelerators. Findings suggest that from the perspective of the mentee, the psychosocial function forms a big component of the relationship. Concepts such as trust, decision-making, personality and self-efficacy arise in the analysis. In contrast, the mentor focuses on career functions and aspects of the programme such as frequency of interaction and knowledge about research. In addition, structured goals within the relationship seem to help the research activities expected in the accelerator. In conclusion, mentorship within EDUCATE is key for the programme, the psychosocial functions in the relationship are critical for entrepreneur satisfaction and, consequently, the integration of research and practice. Constructs such as trust and personality are worth exploring as components within training of the psychosocial aspect of mentors’ activity, as opposed to the traditional view of expert and experienced mentors, often acquired in business accelerators. The analysis of the interpersonal process is of importance to further understand the definition of ‘good mentor’ within formal mentoring programmes for evaluation purposes.

Expectation of mentees toward mentoring in medical education - An observational study

Background: Mentoring the students helps to remold ones both personal and professional life. A good mentor can always bring an astonishing development in the life of a mentee. Although the mentoring in medical school dates back to the 1970s, its application evolved in late 1990s. The main goal of mentoring medical students is to provide a proper academic guidance, personal support and to achieve professional development of the students. To achieve these, an active participation of both the mentor and mentee is very much essential. Aims and Objectives: Our study aimed to know the expectations of mentees toward mentoring program and also the effectiveness of the program that they had undergone for one academic year during their first MBBS. Materials and Methods: The study was conducted in Sapthagiri Institute of Medical Sciences and Research Centre (SIMSRC), Bengaluru, for a period of 1 month. The study group comprises 150 students studying in the 1st year MBBS at SIMSRC, Bengaluru. A panel discussion was held for 2 h to discuss the benefits of mentoring followed by which a self-prepared semi-structured questionnaire consisting of both open- and closed-ended shared to the volunteer subjects through online Google Forms. The data were extracted through Microsoft Excel and data analysis was carried through Microsoft Excel. Results: In our study, around 90% of the students had attended all the mentoring sessions among them 94% of the students opine mentoring is required, 97% of the students agrees their mentors are approachable, 88% of the students prefer 1:10 mentor-mentee ratio, and the remaining 12% of them opine 1:20 mentor-mentee ratio would suffice. About 58% of the students feel mentors to be chosen by them and 42% feels the mentors to be randomly allotted to them. About 82% of them have improved in their academics after the mentor-mentee meeting whereas 18% did not show any changes. Conclusion: Most of the students prefer direct contact with the mentors and one-to-one mentoring, preferred timely meeting is more effective than frequent meeting preferably after each internals and mentoring helps in academic as well as overall development of mentees and most of mentees prefer to choose their mentor of choice for effective mentorship.

Effects of Mentoring in First Year Medical Undergraduate Students using DASS-21

Introduction: Medical students often require high level of specialised institutional and personal support to facilitate success. Distress is commonly observed in medical undergraduate students which leads to poor academic performances. The stress though looks reasonable it needs to be addressed with right amount of counseling. A good mentoring session helps in reducing depression, stress and anxiety. Aim: To determine the effects of mentoring in first year medical students using Depression, Anxiety and Stress Scale - 21 Items (DASS 21). Materials and Methods: It was an interventional study conducted in Seth GSMC, Department of Physiology, Mumbai, Maharashtra, India, from July 2019 to February 2020. Total 120, first-year medical undergraduates were recruited in the study. At the beginning, an orientation session was conducted for the faculty. Mentoring sessions were conducted for students once in a week. Data was collected using DASS-21 in the beginning in July 2019 to February 2019. Statistical analysis was done using Wilcoxon sign rank test. Five-point Likert scale was used for qualitative analysis of the feedbacks received from mentors as well as mentees. The p-value <0.05 was considered as significant. Results: Out of 15 faculty members were eight were males and seven were females with mean age of 47±8 and 46±1 years, respectively. Among mentees, 64 were males and 56 were females with mean age of 17±8 and 17±6 years. A significant decrease was obtained in the levels of depression, anxiety and stress scores of students after mentoring. Wilcoxan sign rank sum test was used. The p-value before and after mentoring session was 0.00418 for Depression, 0.00033 for anxiety and 0.00805 for stress. Conclusion: Mentoring was found to reduce stress, anxiety and depression in first-year medical undergraduate students. The mentoring program was found to be useful to students as well as faculty. It should be extended through all the years of under graduation.

Practical advice for new graduate nurses

Practical advice for new graduate nurses

Tips and guidelines for being a successful researcher

This article aims to share our experience with those who consider dedicating themselves to research. In this way, the characteristics, qualities or competences that, in our opinion, a good researcher should fulfill are listed, and therefore the keys that can help you achieve a successful research career. The intention of this article is not to simply list a series of theoretical recommendations but to share some personal suggestions based on our experience and, therefore, of an eminently practical nature. The fundamental qualities to be discussed are: Ethics and honesty. Curiosity, passion, enthusiasm and motivation. Persistence, dedication and discipline. Ambition and leadership. Compromise and responsibility. Organization and planning. Acquire knowledge of research methodology. Critical and positive attitude towards difficulties and failure. Prioritization of objectives and time management. The importance of a good mentor. Establishment of a network of collaborators and teamwork. Maintain a balance between clinical and research activity. Combine public and private investigation. Balance between professional and personal life. And, finally, humility, generosity and thanks. Research represents a fundamental pillar of medical activity and it is evident that the highest quality of care arises from the integration of excellent clinical practice and research activity. With the philosophy that most of the qualities to develop an excellent research activity depend on attitude, and can be learned, developed and improved, in this manuscript we share with the reader a series of recommendations that we consider essential to be a good researcher.

Mentorship Resuscitation During the COVID-19 Pandemic.

In the current ever-changing state of the COVID-19 pandemic, it is clear that one of the casualties has been medical education across all academic levels. While clinical teaching has either been suspended or significantly modified, academic teaching is slowly recovering with the aid of online platforms. Though faculty and educators are working tirelessly to adapt curricula and ensure that students meet requirements to graduate without delay, there is still incredible uncertainty as to how medical training will coexist and evolve within the pandemic.

Mentoring reality: from concepts and theory to real expertise and the mentor’s point of view

Purpose The purpose of this paper is to illustrate the reality of mentoring in higher education from the mentor’s point of view. The goal is to elaborate best practice of mentoring on issues such as advanced training, professionalization, experience exchange, networking, de facto tasks and levels of interaction with mentees. Design/methodology/approach This paper examines the gap between theoretical mentoring methods, for example, with regard to timely planning and the reality of being a mentor. Data were generated by qualitative interviews of up to 45 min with mentors with several years of experience. The qualitative findings will help interested people to get a feel for what it means to be a mentor. Findings The findings showed that each mentor found his or her individual way of mentoring and that each was eager to personally improve. The paper shows influencing factors beyond project planning, such as emotional involvement, dealing with student denial and the time it actually takes to be a good mentor beyond office hours. Research limitations/implications As matriculation numbers must not be documented due to German data protection law, the de facto effectiveness of mentoring was close to impossible to measure. Social implications Text. Originality/value This work is original because the Aachener Mentoring Modell entails 35 professional mentors working in all but one faculty of RWTH Aachen University; it is an entire schooling concept, with technical documentation especially implemented for this project.

The job market is tough. It’s wise to explore different career options

Uncertainty has been an ongoing theme of this year, and for many early-career researchers who are nearing graduation or the completion of their postdoctoral work, one significant source of stress is uncertainty regarding the job market. The economic projections are continually fluctuating, but it is clear that for job seekers, landing the careers that they want is likely to be more challenging than usual. There are no good answers or easy remedies for this, but there are things that faculty mentors and students or postdocs can do to increase the likelihood of success on the job market. One of the most important things that faculty can do is recognize the magnitude of the challenge that students and postdocs are facing and intentionally support them in all possible career choices. Empowering individuals to think broadly about their career options is a good mentoring practice at any time and is especially important

Upaya Sekolah Dalam Meningkatkan Prestasi Non Akademik Siswa Melalui Manajemen Sarana Prasarana Di SMP Muhammadiyah Boarding School Pleret

This research aims to determine: (1) how the management of infrastructure facilities in SMP Muhammadiyah Boarding School Pleret, (2) how the school's efforts to improve student non-academic achievement through the management of infrastructure facilities at SMP Muhammadiyah Boarding School Pleret. The research method used is a qualitative case study method. The research subject is the principal. Meanwhile, the research informants were the deputy principal of the school for facilities and infrastructure, the vice principal of the curriculum section, the extracurricular coordinator, administrative staff, homeroom teachers, and students. The conclusions of the results of this study indicate that: Management of infrastructure facilities carried out at SMP Muhammadiyah Boarding School Pleret, namely planning, procurement, use, storage, and maintenance. The school's efforts to improve student non-academic achievement through renewal and provision of extracurricular infrastructure. Schools make various other efforts, such as providing the best coaches to hone student talents, finding competent teachers, and actively facilitating students to participate in various competitions. Ustadz / ah provide good mentoring and guidance so that students can be enthusiastic and earnest in achieving.

Putting mentoring first

“What is more important in our jobs: the research or the researchers?” This question came up recently during an impromptu phone conversation with my colleague Neil Garg of the University of California, Los Angeles. Our daily goals may be focused on producing scientific research, but as faculty, we also have a significant role to play as mentors to the people in our research labs. To answer this question , we need to have a deeper conversation with those we mentor, because the choices we make have a huge impact on them. After our phone conversation, Neil and I convened our groups for a joint Zoom meeting to explore the role of faculty as mentors, and we’re coauthoring this column to share what we learned. Our lab members were quick to identify examples where research productivity and good mentoring complement each other. When faculty invest time in professional development for their

Foundations, Evolution and Impact of Rob Gray’s Social Accounting Project: Lessons for Emerging Scholars

For those starting out as an early career researcher (ECR), having a good mentor is vital (Guston 1993; Laudel and Glaser 2008; Boeren et al. 2015). However, most research on the topic of mentors i...