Benefits Of Mentoring Research Articles

The benefits of peer mentoring in higher education: findings from a systematic review

The integration of peer mentoring into academic programmes as a mechanism for supporting new students has received considerable attention in higher education worldwide, especially in developed countries. Despite a growing body of research on peer mentoring in higher education, an extensive review of the benefits of this approach is needed to establish a nuanced understanding of the impacts of peer mentoring on students across various contexts. This study employed a systematic review method to examine the benefits of peer mentoring in higher education. The review covered research articles about peer mentoring published within the last decade (2013−2023). The findings showed that the benefits of peer mentoring in higher education could be categorised into four fundamental aspects, including academic performance, retention rates, emotional and psychological wellbeing, and social integration. These categories of benefits could be developed into a conceptual framework for studying the impacts or benefits of peer mentoring in higher education. The study highlights the significance of adopting peer mentoring as a supportive scheme for students encountering critical challenges due to its manifold benefits and points to the importance of identifying the varying factors contributing to the success of peer-mentoring schemes. The study concludes with a discussion and the implications of the findings, as well as suggestions for future research to examine how peer mentoring could be effectively implemented in different educational contexts.

COCOPOT: INOVASI MEDIA TANAM RAMAH LINGKUNGAN DARI SABUT KELAPA DI PONDOK PESANTREN AL-MIMBAR

The cocopot-making training at Al-Mimbar Islamic Boarding School, Sambung Dukuh, Jombang, East Java, is part of a community service program that aims to utilize coir waste and improve the entrepreneurial skills of students. The pesantren is located near Pasar Legi, where many coconut traders produce waste in the form of coconut fiber. Through this training, students are taught to process coir into cocopots, which are eco-friendly plant pots made from coconut fiber. The training involved several stages, including counseling on the benefits of cocopots, cocopot-making practice, and mentoring during the production process. The results of this training showed an increase in santri's knowledge and skills in processing waste into products of economic value. In addition to providing an environmentally friendly alternative to pots, this activity also contributes to the economic empowerment of pesantren by opening new business opportunities. This training successfully achieved its main objectives of increasing environmental awareness and entrepreneurial skills among santri, as well as promoting the use of natural biodegradable materials as a solution for waste management around the pesantren.

Fostering Excellence through Mentorship: A Study of Professional Growth in Data Engineering

This article examines the critical role of mentorship in developing data engineering skills and fostering professional growth within the field. Through a comprehensive analysis of mentorship programs in data engineering organizations, we investigate the impact on both technical proficiency and soft skill development. Our findings reveal that structured mentorship significantly enhances mentees' capabilities in areas such as programming, data modeling, and ETL processes, while also improving their communication and project management skills. The article highlights the mutual benefits for mentors and mentees, including accelerated learning curves, increased job satisfaction, and improved retention rates. We identify key elements of successful mentorship programs, including clear goal-setting, regular feedback mechanisms, and alignment with organizational objectives. The article also addresses common challenges in implementing mentorship initiatives and proposes best practices for overcoming these obstacles. Our results underscore the importance of mentorship as a strategic tool for talent development in the rapidly evolving field of data engineering, providing valuable insights for both practitioners and organizations seeking to cultivate expertise and drive innovation in this domain

Assessment of the Relevance of Mentoring Roles in Nasarawa State University, Keffi

This paper assessed the relevance of mentoring roles in Nasarawa State University, Keffi. The major objectives of this paper were to assess the effects of mentoring roles in achieving the mandates of Nasarawa State University, Keffi, as well as the extent to which mentoring roles affected employees’ capacity in Nasarawa State University, Keffi. The survey method was employed with primary and secondary sources of data used. A sample size of 400 was used. After analyzing the collected data, it was revealed that mentoring at Nasarawa State University, Keffi was very relevant and had a positive effect on learning, staff relationships, innovation, and creativity. It was also found that mentoring was very relevant and had a positive effect on staff capacity development, career satisfaction, the discovery of new talents, self-confidence, motivation, and understanding of NSUK’s goals and objectives. Based on the findings, the paper recommended that there is a need to strengthen and expand mentoring programmes at Nasarawa State University, Keffi. This could be done by investing in resources and training for mentors, promoting a mentoring culture, and increasing awareness among staff and students about the benefits of mentoring. Also, NSUK should, as a matter of concern, implement a formal mentoring programme to provide opportunities for mentorship relationships to be established between experienced staff members and those seeking growth and development.

Triadic mentoring through the lens of positioning theory and frame analysis

ABSTRACT This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different frames: the quality assurance frame, the school-university partnership frame, the socialisation frame, and the expert teacher frame, each opening up particular positions but also closing off others. This study challenges the uncritical acceptance of the benefits of triadic mentoring, while also offering a novel theoretical perspective for the study of its complexities.

Leaving No One Behind- Teacher Peer Mentoring Before and After the Pandemics: A Mixed-Methods Systematic Review of Spanish and English Literature

<p style="text-align:justify">This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.</p>

Supporting early-career teachers with external mentoring: a scoping review

ABSTRACT This article presents a scoping review addressing the pressing issue of high attrition rates among early-areer teachers (ECTs), which poses a significant challenge to the development of a robust teacher workforce and student outcomes. Focusing on the role of external mentoring programmes, our study explores their potential in retaining ECTs within the teaching profession. Through a scoping review of the literature, we identified three central themes: (a) defining the role of external mentors, (b) elucidating the benefits of external mentoring and (c) examining the impact of external mentoring on ECT identity development. Our analysis revealed a scarcity of programmes emphasising university–school partnerships. Consequently, we propose the implementation of an ECT mentoring initiative involving university mentors collaborating with ECTs in their respective school environments. This study contributes significantly to the field of teacher education by shedding light on effective strategies for ECT induction and the transformative role of mentoring in cultivating ECTs as proficient educators capable of autonomous decision-making, networking, and enhancing overall teaching quality within schools.

Mentoring better in the research environment

For early‐career faculty and researchers, a committed mentor can play a pivotal role in shaping their trajectories and contributing to overall success and job satisfaction. But the benefits of mentorship are not one‐sided. While mentees enjoy the thoughtful advice of experienced colleagues, mentors derive a sense of fulfillment in supporting the next generation's development.

The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

Better Mentorship, Better Student Experience: An Introduction to Mentorship

This initial article in the Better Mentorship, Better Student Experience series provides faculty and students with a basic understanding of the potential benefits of mentoring and creating a support system. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Building a wisdom community through femtoring/mentoring: Latinx faculty and students at a Hispanic-serving institution

PurposeThe purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.Design/methodology/approachThis study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.FindingsUndergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.Research limitations/implicationsThe study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.Practical implicationsHispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.Originality/valueThis paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.

The role of motivation in the initiation and maintening mentoring relationships among nurses and midwives.

To understand clinicians' motivations to engage in mentoring to support newly graduated nurses and midwives working in hospital settings. Nursing and midwifery literature has established the benefits of mentoring and challenges that affect the effectiveness of formal mentoring programmes. No studies have explored hospital nurses' and midwives' motivations to mentor in the absence of the obligatory status and associated rewards of institutionalised mentoring. A qualitative descriptive study with 35 nurses and midwives working in three public hospitals in the western, northern and northwestern parts of Uganda. Data were collected using semistructured interviews. Reflexive thematic analysis was applied to interpret the data. We have adhered to COREQ reporting guidelines. The study revealed three salient themes that capture nursing and midwifery professionals' mentoring perspectives. Participants expressed confidence in their inherent mentoring capacities and were often motivated by a desire to reciprocate prior mentoring experiences. Their mentoring approaches varied between self-focused and other-focused motivations, with some overlap in perspectives on hierarchical versus relational mentoring. Across the board, there was a strong consensus on the need of mentoring for individual clinicians, healthcare institutions and the broader profession. The study highlights five opportunities that can be harnessed to design future mentoring programmes. The findings delineate a complex interplay between self-centred and altruistic mentoring motivations, aligning with hierarchical or mutually beneficial mentoring paradigms. Nurse managers should tailor mentoring programmes to align with these intrinsic motivations, affirm the enduring need for mentoring, and leverage existing institutional resources to create both acceptable and efficient mentoring frameworks.

Peer mentoring for students with learning disabilities: the importance of shared experience on students’ social and emotional development

Students with Learning Disabilities (LDs) can experience classroom challenges that may negatively impact their social and emotional development, and these struggles can put them at risk for mental health issues and lower quality of life. Programs designed to support students with LDs need to consider not only academic skills and accommodations, but also the broader well-being of these students. Among interventions that address holistic student development are mentoring programs that utilize peer mentors (older students who also have LDs). The purpose of this article was to review key literature on the potential benefits of peer mentoring for students with LDs. According to reviewed articles, peer mentoring programs have been implemented in both school and university settings. In addition to conferring academic benefits to mentees, participation in these programs is associated with increased emotional well-being, higher self-esteem, and better communication skills among mentees. These programs may also benefit mentors, but these benefits have been understudied. More research is needed to determine the positive benefits of mentoring for mentors and mentees with similar learning characteristics, above and beyond positive benefits of mentorship in general.

Why building a mentoring culture can be transformational

PurposeThis paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at what a mentoring culture is and the benefits and provides advice for companies on how to build this kind of culture.Design/methodology/approachThis paper considers the approach taken by leadership coaching company The OCM to develop effective coaching and mentoring programmes which can contribute to organisational success in an ever-changing business environment. This paper explores current business challenges and how they can be overcome.FindingsCreating a mentoring culture can transform a business. It can address many talent and leadership-based challenges and tap into the potential of knowledge transfer across a multi-generational workplace. The paper includes two case studies of organisations whose experiences of mentoring and coaching have been overwhelmingly positive and led to much-needed cultural shifts.Originality/valueThis paper attempts to raise awareness of the benefits of mentoring and coaching as an effective method for attracting, developing and retaining people and meeting the challenges of a modern workplace.

Pediatric Emergency Medicine and Mentoring: What Women Want.

Women in medicine have reported gender-specific obstacles to career success, such as a dearth of mentors and role models. Pediatric emergency medicine (PEM) is a female-dominated subspecialty of pediatrics yet is still impacted by gender inequality in many areas. No previous study has explored mentoring experiences of women PEM physicians and the impact on their career trajectory. We sought to explore the experiences of female PEM physicians with mentorship to determine aspects of mentoring that were successful or unsuccessful. This was a qualitative study with criterion sampling of female PEM physicians. Members of the American Academy of Pediatrics Section of Emergency Medicine completed semistructured interviews in 2022, recorded and transcribed verbatim. Our research team consisted of 3 PEM physicians. Using the constant comparative method, we analyzed transcripts by inductively developing codes, grouping codes into categories, and refining codes, descriptions, and group assignments to identify themes. Interpretations of and relationships among themes were iteratively discussed and revised by the team. Twenty-two participants were interviewed via telephone. The mean age of participants was 44 years old, and the majority (73%) identified as White, non-Hispanic, and at the rank of assistant professor (45%). Four themes were identified: (1) benefits of mentorship (recognition of need for mentorship and finding professional success), (2) finding mentors (processes to find mentors and mentor roles), (3) characteristics of successful mentors (personal and professional), and (4) impact of mentorship (career advancement or career sabotage). We identified 4 themes that could be incorporated into mentoring programs and are associated with successful experiences for women PEM physicians. The detail and descriptions in our data provide guidance for mentoring programs that specifically address the needs of women in PEM.

Can Peer-Mentoring be a Model for Retention in Higher Education?

Research highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.

Teacher-Parent Collaborative Mentoring Practices on Scholastic Success of Learners

This study explores parental involvement in the modular learning of high school students, focusing on challenges faced, teacher interventions, and the perceived benefits of teacher-parent mentoring. Through in-depth interviews with 80 parents and 5 teachers, the qualitative research uncovers challenges in content mastery, learning environments, material organization, and progress monitoring. Teachers respond with interventions such as workshops, home visitations, and resource provisions. The study reveals that parents struggle with understanding complex subjects, limited learning spaces, and organizing materials. Teachers' interventions include training sessions, home visits, and supplementary materials to address these challenges. Additionally, the research highlights the positive impact of teacher-parent mentoring on scholastic success. Recommendations include continuous training for parents, home visitation programs, resource provisions, progress monitoring support, and institutional backing for mentorship initiatives. These insights contribute to educational practices, guiding the development of effective support systems for high school learners in modular learning environments, emphasizing the importance of collaborative efforts between teachers and parents.

Partnering to Improve Mentorship Capacity for Ugandan Reproductive Health Researchers: Program Description and Evaluation.

Mentorship is essential to health researchers in achieving their full potential and advancing public health. In most low-resource settings, there is a paucity of training on how to be a successful mentor. The Center for International Reproductive Health Training at the University of Michigan conducted and evaluated a workshop at two universities in Uganda for mentors of new reproductive health research grant awardees. The program aimed to strengthen mentors' mentorship skills and to identify ways to foster institutional support for mentoring. Mentors rated their post-training skills using a 5-point Likert scale (not skilled to extremely skilled) immediately and 3 months after the training. Ten of 19 mentors who participated in the training completed the evaluation. The majority were 41 to 50years old, male, midcareer faculty. Immediately after the training, mentors rated themselves (mean ± SD) highest in knowledge of research ethics (4.4 ± 0.5), fostering independence in mentees (4.3 ± 0.9), and understanding the benefits of mentoring (3.9 ± 1.1). Mentors felt least confident in fostering institutional change to support mentorship (3.3 ± 0.8), communication (3.5 ± 0.5), and overcoming adversity (3.5 ± 0.8). The two most important things the mentors learned were how to appreciate and manage diversity and how they can benefit from mentorship. Barriers to mentoring that persisted after the program ended included lack of time and institutional resources. Enhancing mentorship training opportunities will foster a generation of scientists who are more supported, skilled, and productive in research, leading to better reproductive and public health outcomes in their communities.

The methods and baseline characteristics of a multi-site randomized controlled trial evaluating mindfulness-based relapse prevention in conjunction with peer support to improve adherence to medications for opioid use disorders.

Medications for opioid use disorders (MOUD) remain the gold standard for treating OUD, but treatment initiation and adherence remain challenging. Exclusive utilization of pharmacotherapy as a treatment modality for OUD is sub-optimal, and a combination of psychotherapies and pharmacotherapies is recommended. General trends indicate the benefits of peer mentoring and MBRP separately. Therefore, we hypothesize that the combined effect of MBRP and Peer mentoring will produce synergistic improvements in MOUD adherence compared to an enhanced twelve-step facilitation (TSF). This paper describes the methods and baseline characteristics of a multi-site randomized controlled trial evaluating the effectiveness of a combination of MBRP and peer support (MiMP) compared to an enhanced TSF in improving adherence to MOUD. Both MiMP and TSF are 12-week manualized protocols that utilize licensed therapists. The interventions are delivered in weekly group sessions that last about 75-90 minutes per session. The primary outcome is MOUD adherence. Secondary and exploratory outcomes include relapse, cravings, depression, anxiety, stress, quality of life, and pain catastrophizing. The participants' ages ranged from 21 years to 77 years, with a mean age of 44.5 (SD ± 11.5 years). There was an almost equal distribution of gender and place of residence. Overall, 51.9% (n=54) of participants identified as female and 48.1% (n=50) were male. Similarly, 51.9% (n=54) of participants resided in urban areas, while 48.1% (n=50) resided in rural areas. Participants identified as either black or white, with over three-quarters identifying as white (77.9%, n= 81) and 22.1% (n= 23) as black. Most participants randomized to the 12-step facilitation group were white (93.1%). Relationships and employment status were well distributed between categories. Over half of the participants reported some college or higher education. Over 90% of the participants made less than $75,000 per year. Some participants indicated that they had both public and private health insurance. This study is innovative in several ways including combining MBRP and peer support, addressing comorbid mental health issues among individuals with OUD, utilizing manualized protocols, and evaluating of both physiological and self-reported measures in assessing cortisol reactivity as a predictor of relapse and treatment outcomes.

FACTORS INCREASING SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS: GENERAL AND PERSONAL EFFICACY

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers’ cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.