Mentoring Research Articles

Impact of Gender Stereotypes on Career Advancement in STEM Fields in Tanzania

Purpose: The aim of the study was to analyze the impact of gender stereotypes on career advancement in STEM fields in Tanzania. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In Tanzania, gender stereotypes significantly impede career advancement for women in STEM fields, creating barriers to their professional growth and development. Research reveals that societal expectations and cultural biases often undervalue women’s contributions and limit their opportunities for advancement. Women face challenges such as unequal access to resources, mentorship, and networking opportunities compared to their male counterparts. These stereotypes contribute to lower representation of women in leadership positions within STEM sectors, further perpetuating gender disparities. Unique Contribution to Theory, Practice and Policy: Social role theory, stereotype threat theory & expectancy-value theory may be used to anchor future studies on impact of gender stereotypes on career advancement in STEM fields in Tanzania. Establish mentorship programs that pair LGBTQ+ individuals with supportive mentors who can provide guidance and advocacy. Implement and enforce policies that promote diversity and inclusion in hiring and promotion practices within STEM fields.

Influence of Workplace Mentorship Programs on Gender Diversity in Leadership in Kenya

Purpose: The aim of the study was to analyze influence of workplace mentorship programs on gender diversity in leadership in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on the influence of workplace mentorship programs on gender diversity in leadership in Kenya highlights several key findings. Studies indicate that mentorship programs significantly enhance the representation of women in leadership roles by providing guidance, networking opportunities, and skill development tailored to address gender-specific barriers. These programs foster a supportive environment where women can gain confidence and visibility, which translates into increased career advancement. The effectiveness of such programs is often amplified by their focus on addressing systemic biases and promoting inclusive practices within organizations. Unique Contribution to Theory, Practice and Policy: Social learning theory, role congruity theory & transformational leadership theory may be used to anchor future studies on the influence of workplace mentorship programs on gender diversity in leadership in Kenya. Organizations should implement mentorship programs tailored to the specific needs of women in different sectors and career stages. Policymakers and organizations should develop and enforce structured mentorship policies that include regular evaluations, clear objectives, and accountability measures.

Impact of Gender-Specific Marketing on Consumer Purchasing Behavior in Philippines

Purpose: The aim of the study was to analyze impact of gender-specific marketing on consumer purchasing behavior in Philippines. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent studies on the impact of gender-specific marketing on consumer purchasing behavior in the Philippines reveal that tailoring marketing strategies to gender preferences significantly influences buying decisions. Research indicates that campaigns designed with gender-specific appeals are more effective in resonating with target audiences, thereby enhancing engagement and driving sales. For instance, marketing messages emphasizing traditional gender roles or specific lifestyle aspirations often result in higher purchase intentions among female consumers, while campaigns highlighting strength and technology tend to appeal more to male consumers. Unique Contribution to Theory, Practice and Policy: Social role theory, consumer culture theory (CCT) & theory of planned behavior (TPB) may be used to anchor future studies on the impact of gender-specific marketing on consumer purchasing behavior in Philippines. Organizations should implement mentorship programs tailored to the specific needs of women in different sectors and career stages. Policymakers and organizations should develop and enforce structured mentorship policies that include regular evaluations, clear objectives, and accountability measures.

Intent vs Reality: Dehumanization in the South African Corporate Landscape

Thirty years after apartheid’s abolition and the ascension of a new democratic leadership, South Africa continues to grapple with the discriminatory legacy of apartheid. Measures introduced by the post-apartheid government to combat historical marginalization, including legislative initiatives like affirmative action laws and diversity management policies, encounter inherent structural barriers within South African organizations shaped by prevailing cultural norms. Despite the legal framework in place, black employees often endure dehumanizing treatment, finding themselves sidelined from decision-making channels and lacking access to avenues for career advancement and professional development. This essay aims to better understand the lived experiences of South African workplace employees through the lens of organizational dehumanization. This work underscores the urgent need to reimagine transformation efforts in South Africa, moving beyond numerical representation toward a more inclusive work environment that promotes genuine empowerment. It emphasizes the importance of developing holistic diversity management strategies, implementing effective mentorship and sponsorship programs, and providing opportunities for meaningful participation and decision-making by black employees. Such an approach will ensure that legislative intentions are translated into practical workplace realities, ultimately fostering true equality and empowerment.

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

BackgroundThe quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.MethodsAn explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.ResultsThe questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.ConclusionsThe learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Mentoring Online Composition Instruction (ALP/Corequisite Writing) for Faculty and Student Success

This paper expands previous research discussing a former faculty-mentoring program for new and adjunct faculty teaching ALP (Accelerated Learning Program) / corequisite writing at the Community College of Rhode Island (CCRI) which was a boon to student success during the pandemic and aims to provide mentoring tools to new and adjunct faculty teaching online. The sudden shift to online learning brought multiple challenges, still relevant today, including student engagement, student attendance, and successful completion of work; thus, we also emphasize best digital practices that enable a successful online learning environment. A continuous support system / mentoring program that helps with all facets of distance learning is important for the success and well-being of both faculty and students.

Competency and Barriers in Using ICT among Public School Teachers in Tagoloan District

Technology integration in education transforms teaching and learning by improving efficiency, accessibility, and student participation in the classroom. This study examines the teachers' profile, competency, and barriers that influence the use of ICT between public school teachers in Tagoloan East and West Districts during the School Year 2023–2024. Specifically, the study sought to determine the respondents’ level of competency in the ICT domain and the barriers to using ICT. This study involved two hundred thirty-six (236) respondents from the public elementary and secondary schools of Tagoloan District using the Slovins formula. It used the descriptive research design and an adapted and modified survey questionnaire to collect data. The descriptive correlational method was used to evaluate the samples with statistical analysis including standard deviation, frequency, percentage, mean scores, and Pearson r correlation. The findings showed that teachers' ICT ability is significantly influenced by age, teaching experience, and attitude, and there is a notable relationship between ICT skills and barriers related to manpower, policy, and facilities. Further, enhancing teachers' ICT competence through advanced technology training and effective integration methods aims to provide proficient educational experiences for 21st-century learners and improve teaching professionalism and efficacy. It is concluded that teachers face challenges in implementing ICT policies, including limited resources, reluctance to change, technological issues, and inadequate training. Factors like age, experience, and attitude influence these barriers. Additionally, it is recommended that schools should train proficient teachers as ICT experts to assist in incorporating technology into classroom teaching. This expert should provide ongoing support and training through mentoring programs. Teachers with limited technology experience are encouraged to improve their ICT integration skills, ensuring they can adapt to current trends and provide advanced educational experiences in the 21st century.

Mentoring Matters When Growing Your Own Educators

The journey to establish the Future Educator Pathway (FEP), formerly known as Project Teacher Development, has been a long yet gratifying one. My colleagues and my students have been instrumental in helping to design a pathway for middle school and high school students of color to pursue a career in education. The whole process began with the Color of Teaching Mentoring Program (CoT) established in 2007 and now includes the CoT, Side-by-Side (SBS) in-school seminars for high school students, a Future Educator Academy (FEA), which is a summer residential college experience, and an opportunity for high school students to take up to four dual enrollment courses to jump start their college careers. The mentoring components of the FEP are the most crucial as they establish effective mentor-mentee relationships to foster a sense of belonging on a college campus, encourage exploration of careers in education, support mentees’ goal achievement, and endeavor to diversify the educator workforce. This paper describes the development and impact of the FEP on recruiting and retaining students of color to pursue a career in education. Findings indicate that mentees who participate in at least two of the four FEP programs persist toward their goal at a higher rate, and mentors report growth in their understanding of the importance of being culturally responsive mentors and educators demonstrating the reciprocal nature of mentoring.

Analisis Budaya Patriarki Dalam Pemilihan Karir Mahasiswi Tingkat Akhir Pada Universitas Sahid Surakarta

This study examines the influence of patriarchal culture on the career choices of final year female students at Sahid University Surakarta. Using qualitative methods, data was collected through in-depth interviews with seven main informants and two supporting informants. The results showed that patriarchal culture significantly influences the career choices of female college students, with men dominating important positions in academic and professional environments. Female college students face limited career opportunities in education and social fields, while leadership roles are dominated by men. While reproductive health services are generally adequate, the quality of off-campus facilities needs to be improved. Women also feel less safe in public spaces and their participation in public activities and economic decision-making remains limited. This research suggests universities provide mentoring programs and leadership training for female students, offer diverse internship opportunities, and promote gender equality through educational campaigns and supportive policies. This research is expected to provide new insights into the influence of patriarchal culture on women's career choices.

Self-Efficacy and Teaching Competence of TLE Teachers as Mediated by Performance Standards

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

Researching Behind the Badge: Challenges and Politics for Emerging Scholars in Police Studies

This study aims to find that the organizational structure and culture of the police have a significant impact particularly in terms of facilitating access, ensuring research independence, and developing long-term relationships. Police research has enabled the integration of grounded theoretical findings with the practical application of police strategies. However, scholars in police studies, especially those new to research, often face intricate dynamics and limitations, particularly concerning police culture and organizational obstacles. This paper seeks to examine the challenges and political barriers that new researchers have when studying the police. Employing an empirical qualitative approach, this study combines semi-structured interviews with six researchers who have different levels of expertise in police research. Additionally, auto-ethnographic reflections offer a thorough understanding of the subject matter. The research findings suggest that the organizational structure and culture of the police have a significant impact on research, particularly in terms of facilitating access, ensuring research independence, and developing long-lasting connections. We conclude by proposing that establishing an effective research collaboration with the police necessitates finding a balance between the interests of academics and the police institution. To achieve this, we advocate implementing mentorship programs that pair experienced researchers with junior researchers and create collaborative infrastructure to help new scholars.

Probation fear in new starters: understanding and alleviating concerns

Purpose This “viewpoint” paper aims to explore the root causes of probation fear, including worries about job security, performance expectations, cultural fit and feedback. It seeks to examine the impact of these fears on employees’ mental health, job performance, work relationships and career progression, as well as the broader implications for employers, such as increased turnover and training costs. Leadership’s role in creating a supportive environment and encouraging feedback is emphasised. Design/methodology/approach This paper uses a combination of author observations and literature to explore the intricacies of probation fears faced by employees during the probation process. Findings Author observations and literature show that the impact of probation fear is not strictly limited to the employee who is going through the probation process. It is suggested that by addressing probation fear, a more inclusive, supportive and productive workplace can be created. In a collective effort, Employers can implement transparent communication, structured onboarding, supportive feedback, mentorship programs and foster psychological safety and employees can seek clarity, build relationships, prioritise self-care, focus on learning and engage in professional development. Research limitations/implications As this paper includes observations from the author the paper could suffer from the writer’s biases even though this is unintended. Originality/value To the best of the authors’ knowledge, as this paper includes observations by the author, this study is original. This paper also provides value to both HR and front-line managers involved in the employee probation journey where the exploration of probation fear is under-researched.

Implementation of Knowledge Management at PT Multi Phi Beta to Prevent Knowledge Loss

PT Multi Phi Beta, as an engineering consultancy, faces challenges in a competitive industry that demands operational efficiency. The company encounters high employee turnover due to the short-term nature of its projects, leading to a significant risk of knowledge loss. This research aims to evaluate the current state of knowledge management readiness at PT Multi Phi Beta, identify gaps in knowledge management implementation, and propose improvements to mitigate these knowledge loss risks and enhance overall efficiency. The primary method used to obtain data is quantitative, collected through questionnaires. To enrich the primary data, qualitative data is gathered through semi-structured interviews. The findings indicate that PT Multi Phi Beta is at the initiation level of KM readiness, recognizing the need for knowledge management but not yet fully integrating KM practices. To mitigate knowledge loss, the company should capture critical knowledge from transitioning employees, enhance its KM vision and mission, and establish a dedicated KM department. Standardized processes for managing knowledge, conducting after-action reviews, knowledge cafés, and formal mentoring programs are essential. Additionally, providing integrated knowledge repositories and implementing a rewards and recognition program will encourage knowledge sharing and strengthen the company’s KM efforts.

Will they always be living the Sisyphus punishment? The triple whammy for racialized women: a qualitative investigation of primary care researchers in Canada

Existing literature overlooks the role of gender and race on research productivity, particularly in the context of primary care research. This study examines how gender and race influence the research productivity of primary care researchers in Canada, addressing a gap in existing literature. Qualitative, descriptive methods were used, involving 60-min interviews with 23 Canadian primary care researchers. 13 participants were female (57%) and 10 participants (43%) were male. Fourteen participants were White (non-racialized; 61%), 8 were racialized (35%) and 1 did not comment on race (4%). Reflexive thematic analysis captured participant perceptions of factors influencing research productivity, including individual, professional, institutional, and systemic aspects. Systemic bias and institutional culture, including racism, sexism, and unconscious biases against racialized women, emerge as key barriers to research productivity. The parenting life stage further compounds these biases. Barriers include lack of representation in faculty roles, toxic work environments, research productivity metrics, and exclusion by colleagues. Participants indicated that institutional reforms and systemic interventions are needed to foster a diverse, equitable, and inclusive environment. Strategies include recruiting equity-focused leaders, increasing representation of racialized female faculty, diversity training, mentorship programs, providing meaningful support, flexible work arrangements, and protected research time. Sponsors can offer more targeted grants for female and racialized researchers. Adjusting metrics for gender, race, parenthood, and collaborative metrics is proposed to enhance diversity and inclusion among researchers. This study underscores the importance of addressing systemic bias at institutional and systemic levels to create a fair and supportive environment for primary care researchers. A multitude of strategies are needed including increasing representation of racialized female faculty, creating supportive and psychologically safe work environments, and public reporting of data on faculty composition for accreditation and funding decisions. Together, these strategies can alleviate the triple whammy and free these researchers from the Sisyphus Punishment - the absurdity of being asked to climb a hill while pushing a boulder with no hope of reaching the top. College of Family Physicians of Canada.

Senior Schoolchildren’s Mentorship: the Case of St. Joseph’s School

The article discusses the topic of mentoring within the education system as well as analyzes the experience of the project “Schoolchildren for Schoolchildren” carried out at St. Joseph’s school as part of the project “Optimization of the network of higher schools and improvement of the quality of studies by connecting Šiauliai University to Vilnius University“.A mentorship model was developed and implemented in the school, followed by senior schoolchildren assisting primary school pupils with learning difficulties. Mentoring activities were evaluated by the research consisting of a questionnaire, a focus group method, as well as notes recording experiences. Mentors, parents and teachers of primary school pupils participated in the research.During the project, the mentors tried themselves in a new activity, developing competences of dutifulness, responsibility, teaching others, communication and collaboration. Despite the difficulties arisen and motivation decrease during the process, this activity instilled them with satisfaction and positive emotions, as they felt having spent their time meaningfully, developing the teaching and communication skills of juniors, as well as strengthening and fostering relationships with peer mentors. The research found that primary school pupils benefited from homework help from mentors - some of them improved learning motivation, skills and performance, as well as communication skills.The project demonstrated that the mentoring model is also a way to develop schoolchildren’s leadership, strengthen the relationships inside the school community; apart from that, it contributes to the creation of a culture of solidarity and social capital based on generosity and unconditionality. The model utilized at this school can be further developed and adopted elsewhere, taking into account the proposals of the research participants to publicize the project more, include it in the mentorship program and leisure activities, thus creating conditions for the development of children’s creative leisure time and mutual friendship.

Developing and implementing a mentoring and enabling programme within EFOMP

To ensure the continued advancement of the medical physics profession, the European Federation of Organisations for Medical Physics (EFOMP) has designed a mentorship programme. This programme aims to support Early Career Medical Physicists by providing them with the guidance needed for both professional and personal development to meet the continually evolving demands of the medical physics field within their working environments.The EFOMP mentorship programme is an important step forward in supporting the next generation of medical physicists. This article provides an overview of the history, framework, goals, and implementation strategy of this programme.The programme will have two main orientations: mentoring, which will help mentees to improve their scientific, professional and soft skills, and enabling, which aims to prepare a sufficient number of early career professionals to get involved within EFOMP’s activities, join the EFOMP structures and represent the European Medical Physics community to National and International Organisations.Each year a survey from mentors and mentees will be conducted and analysed by the European and International Matters Committee and the Early Career Special Interest Group to identify areas for improvement and to evaluate the degree of satisfaction and achievements of the participants.By providing structured mentoring, fostering professional development, and promoting sustainability, EFOMP aims to ensure that early career medical physicists are well-prepared to meet the challenges of the future and continue to advance the field of medical physics as a community.

Work Environment and Teachers’ Turnover Interventions in Government Aided Primary Schools in Kagango Division Sheema Municipality

This study investigated the relationship between work environment and teachers’ turnover interventions in government aided primary schools in Kagango division Sheema municipality. The study adopted a cross-sectional research design on a sample of 104 teachers and head teachers. Data were collected using a self-administered questionnaire and an interview guide. Quantitative data were analysed using descriptive statistics namely frequencies, percentages and means and inferential methods that are correlation analysis. The findings revealed that, there was no significant relationship between supportive leadership and teachers’ job turnover interventions in Government Aided Primary Schools in Kagango Division, Sheema Municipality, Sheema District. It was thus concluded that work-life balance contributed 31% of variations in the dependent variable, followed by effective mentorship programs which contributed 13 % of all variations in the response variable, and only 5% of the variations in the dependent variable was attributed to supportive leadership. Overall, 49 % of variations in the response variable (teachers’ job turn over interventions) are attributed to supportive leadership, effective mentorship programs and work-life balance. Therefore, it was recommended that public primary schools in Kagango Division, Sheema Municipality, Sheema District should encourage more supportive leadership. This can be achieved through creation of work teams and assigned specific tasks to tackle. By occasionally doing this, public primary schools will improve on teachers’ cooperation which subsequently raises the contribution of the variable on teachers’ job turn-over intervention. Keywords: Teachers’ turnover, work environment, Government interventions

University experiences of students and graduates with neurodiversity: tools for creating a specialized mentoring program related to working life

IntroductionThe term neurodiversity encompasses a range of conditions, including autism, attention deficit and hyperactivity disorder, dyslexia, and dyscalculia. In higher education, students with these conditions often face barriers that hinder their optimal academic performance. These barriers stem from their specific needs and institutional requirements. This situation can also negatively impact their ability to transition into the workforce. Therefore, it is necessary to design strategies that ensure specialized support for this population, guided by the opinions of neurodiverse students. The objective of this study is to identify the needs, difficulties, and tools related to the transition into the workforce, as reported by neurodiverse students and graduates from the bachelor's degree in psychology program, who present some conditions of neurodiversity.MethodsFor this purpose, a qualitative/phenomenological research was carried out.ResultsThe gathered opinions revealed that the main needs of students include the following: increased awareness and capacity within higher education institutions for timely diagnosis, the implementation of reasonable adjustments for better integration into their activities, provision of supportive environments, the development of strategies to enhance cognitive and emotional aspects, such as planning skills, time management, and emotional regulation skills.DiscussionThe results of this study are consistent with other studies that emphasize the importance of creating a compassionate pedagogy in educational settings. This involves a greater commitment from educators to address and improve pedagogical practices, provide necessary tools, and develop strategies to help students with neurodiversity conditions throughout their careers. The limitations of this study include the small sample size and restricted depth of the interviews. Therefore, future research should increase the number of participants and explore the interviews in greater depth.

Development of a Prepharmacy Underrepresented Mentorship Program for Undergraduate Students

ObjectiveTo describe the development of an innovative prepharmacy underrepresented mentorship program (PUMP) to provide guidance and support to prepharmacy students who are committed to serving underrepresented communities with health disparities. MethodsThree virtual PUMP workshops were designed and delivered per admissions cycle for prepharmacy students who were applying to any school of pharmacy and self-identified as interested in serving underrepresented communities. Faculty, current pharmacy students, staff, and school leadership provided guidance and support on the application and interview process and how to select a program once offered admission. Data collection included the number of students who attended each workshop and were accepted to and matriculated at the school of pharmacy. Preworkshop and postworkshop surveys provided insight into communities that attendees were committed to serving, perceptions of the workshops, and intent to matriculate, if accepted. ResultsDuring the first three admissions cycles, 189 prepharmacy students participated in 8 PUMP workshops. A favorable trend was observed with an increased number of participants annually and an increased number of attendees who matriculated (an average of 34% over 3 cycles). Attendees were committed to addressing health disparities in various communities including but not limited to Southeast Asian; Latinx; Native American; lesbian, gay, bisexual, transgender, queer/questioning, intersex, or asexual; Black/African American; Refugee; and Pacific Islanders. Most attendees (96%) reported that attending PUMP workshop(s) positively changed their impression of the school. ConclusionA pilot prepharmacy mentorship program was developed and implemented. A growth in program participation and matriculation of students over 3 cycles who self-identified as committed to serving underrepresented communities was observed.

Addressing ovarian cancer research gaps in under-resourced settings using individual initiatives: The OVANORDEST pilot project in Morocco.

183 Background: In Morocco, ovarian cancer (OC) is a neglected women’s cancer. To bridge this gap, early-career cancer researchers might develop and engage in individual initiatives to enhance research outcomes. In this perspective, I recently launched the OVANORDEST project as an individual initiative. This plan outlines a three-step strategy designed to promote OC research, highlighting specific milestones. This abstract presents the findings from the initial feasibility study, which focuses on real-world evidence, implementing inexpensive precision medicine approaches, supporting women in oncology, and enhancing meta-research. Methods: Initially, a bibliometric study was conducted to find research gaps in the field of OC in Morocco. A 16-year real-world retrospective study was conducted at the Hassan II Oncology Center (October 2005-June 2020). To implement precision medicine approaches, quality evidence on several potentially inexpensive blood-based biomarkers such as Pan-Immune Inflammation-Value (PIIV) were explored using a PROSPERO-registered umbrella systematic review and then investigated in an original cohort. Cox regression analyses were applied to identify the effects of different biomarkers on survival outcomes. Meta-research was developed by publishing two special thematic issues and one edited book on OC biomarkers. The project also included a mentorship program designed to empower women oncologists. Results: A total of 258 patients with OC were included. Most patients had advanced FIGO stages at diagnosis. The median overall survival (OS) for the entire cohort was 32 months, with a median progression-free survival (PFS) of 14.6 months. CA-125 positivity, advanced disease stage, and presence of residual disease after surgery were prognostic factors that adversely affected survival. In the multivariable analysis after adjustment for the FIGO stage, high PIIV was an independent predictive factor of OS (HR= 1.83; 95% CI: 1.18-2.84, p=0.007). Two specialized thematic issues were published alongside a book dedicated to ovarian cancer biomarkers. Additionally, careers of a group of women oncologists were boosted and a local patient advocacy group was supported in adopting supportive strategies for patients. Conclusions: Engaging early-career cancer researchers through individual initiatives in under-resourced settings may considerably improve research outcomes. In this context, I propose that sharing this experience, which has been successfully applied in Morocco, could empower health systems and facilitate the generation of research outputs in low- and middle-income countries.