Quality Mentoring Research Articles

P-974. An Embedded Transplant Infectious Diseases Fellowship Track Is Appealing to Clinical and Research-Focused Fellows

Abstract Background Transplant Infectious Diseases (TID) training is commonly completed as a separate fellowship following ACGME ID fellowship. There is limited evidence on the impact of an embedded TID training track within ID fellowship. Fellow Interest and Preferences for Transplant Infectious Disease Training by Career Focus Methods Our TID track, created in 2016, aligns with existing standards for TID training. Fellows may complete the track within a 2-year ACGME fellowship or as part of a longer research track. Current and prior fellows of our TID track were anonymously surveyed about TID track interest/impact and career goals. Results All 11 prior and current track fellows completed the survey. 64% of fellows (n=7) have or plan to pursue careers in clinical medicine, with a secondary focus on medical education (73%, n=8) and/or research (73%, n=8). 36% (n=4) have or plan to pursue primary careers in basic/translational research with a secondary focus in clinical medicine (Figure 1). Only 3 (26%) fellows were committed to TID prior to fellowship, with most (73%) developing an interest in TID during fellowship. Trainees cited interesting clinical cases (100%), mentorship/role models (73%), and research opportunities (55%) as reasons for their interest in TID training. If an embedded TID fellowship were not offered, 18% (n=2, both with primary clinical focus) of fellows would have pursued a discrete TID year. All fellows cited the ability to stay at the same institution and patient population as factors for participating in our track, with 91% selecting quality of mentors and 73% level of clinical training. 55% of all fellows, and 100% of fellows pursuing careers in basic/translational science, specified the ability to tailor training path as a reason for participating in our track. Since 2022, we have had 41% (7/17) of the fellows in our ID fellowship participate in the TID track. All track graduates (n=6) are currently in academic positions specializing in TID. Conclusion Among ID training programs with adequate patient population and clinical expertise/mentors to provide specialized training in TID, an embedded TID Track within ID fellowship may increase recruitment into TID, particularly among fellows pursuing a career in basic/translational research and not initially interested in TID prior to fellowship. Results are limited by our single-center experience. Disclosures All Authors: No reported disclosures

Mentorship in Plastic Surgery: A Systematic Review of the Current Literature and Elucidation of Recurring Themes.

Mentorship is an integral part of developing competent, passionate, and successful plastic surgeons and is an important element of surgeons' wellness. Although mentorship programs have been described in the literature, this study aimed to elucidate the specific qualities of an effective mentor in plastic surgery. Preferred Reporting Items for Systematic Reviews and Meta-analyses methodology was utilized to conduct a systematic review of the literature. A search of 3 electronic databases (PubMed including MEDLINE, Embase, and Cochrane Library) was performed for relevant studies up to June 15, 2024, using an advanced search for article titles and abstracts pertaining to plastic surgery and mentorship. Eligibility criteria included primary sources that explicitly commented on the qualities of an effective mentor in plastic surgery. A risk of bias assessment was performed using Joanna Briggs Institute critical appraisal checklists. A total of 284 records were identified. After screening, the final sample contained 8 records. Conserved themes across studies included "time investment and accessibility" and "shared identities." Effective mentors foster leadership, guide and teach mentees, and maintain accessibility. Underrepresented groups are more likely to publish with race-concordant mentors, and female mentees prioritize mentor-mentee concordance more than male mentees. Effective mentors are accessible to their mentees and invest time in developing their personal and professional goals. Identity concordances, such as shared values or shared life experiences, may be important in sustaining strong mentor-mentee relationships. The mentorship literature in plastic surgery would benefit from additional primary studies to better optimize mentorship programs.

Starting early: Case study of mentoring for undergraduate training through the Veterans Health Administration and implications for promoting equity.

Undergraduate mentoring and research internships promote entry into graduate training, academic success, research productivity, and greater career satisfaction. Most pathway programs to enhance representation within academia and health care intervene at the graduate level, leaving a critical gap in undergraduate training. The Veterans Health Administration's (VHA's) national network of clinicians and researchers is uniquely suited to provide equitable access to quality mentorship and education for undergraduates interested in health care careers. We present a program evaluation case study of a VHA undergraduate training program incorporating empirically supported components that promote success and transition to graduate school, including tiered mentorship, a didactic-preceptor model, hands-on experience, and interdisciplinary work. We describe participant characteristics and consider the program elements that may contribute to trainees' success, highlighting the importance of undergraduate training within a health care system like VHA. We found that all program completers attained their bachelor's degree and nearly 70% advanced to graduate studies. Despite some differences based on participant characteristics, all program components were deemed useful preparation for professional success, with hands-on research experience and mentoring cited as the most helpful. The promising results of our case study demonstrate the feasibility of successfully implementing an undergraduate training program to provide a pathway to advanced careers in health care within the VHA. We posit that programs like ours can serve as a framework for creating pathway training programs that target undergraduates traditionally underrepresented, subsequently empowering them to pursue health care careers, and ultimately increasing diversity by training professionals who are better prepared to assist with diverse patient needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

Entrepreneurship Education and Independence of Students of Ulfiyah Progressive Islamic Boarding School, Segeran Kidul Juntinyuat Indramayu, Indonesia

Entrepreneurship education in Islamic boarding schools plays a crucial role in shaping the independence of students, especially in the era of globalization that demands adaptation and innovation. Ulfiyah Progressive Islamic Boarding School in Segeran Kidul, Juntinyuat, Indramayu, Indonesia has implemented an entrepreneurship education program with the hope of producing students who not only master religious knowledge but also have the ability to become entrepreneurs. However, despite the ideal framework that is expected, the reality in the field shows significant challenges, including limited funding sources, lack of quality mentors, and resistance to change among students. This study aims to explore more deeply the concept and implementation of entrepreneurship education and the challenges faced, students' responses to the program, and the impact of the education on the economic independence of alumni. Using a descriptive qualitative research method, the research subjects included the head of the foundation, the head of the boarding school, the person in charge of the program, teachers, students, alumni, and parents of students. The results of the study show that although entrepreneurship education in Islamic boarding schools faces various challenges, there are positive steps taken to overcome these problems. With the right approach and adequate support, entrepreneurship education can have a significant impact on the economic independence of students, thus supporting the vision of Islamic boarding schools to create an independent and competitive generation.

Research on the Path to Enhancing Graduate Education Quality through New Productive Forces

Graduate education is an indispensable part of higher education, playing a crucial role in cultivating top-tier talent, promoting technological advancements, and facilitating social progress. However, it faces severe challenges, including inadequate teaching methods, outdated educational technologies, insufficient interdisciplinary collaboration, inconsistent quality of mentorship, and incomplete evaluation systems. With the rise of new productive forces centered on technological innovation, exploring their application in enhancing the quality of graduate education is a primary concern. This study investigates how to improve the quality of graduate education through new productive force pathways, including curriculum reform, faculty development, the establishment of new R&D platforms, collaboration between industry and academia, educational assessment mechanisms, an international perspective and global competitiveness, intercultural education, and a focus on social responsibility and sustainable development.

Strategies Used by Educational Technology Faculty to Mentor Online Doctoral Students in Research Experiences

ABSTRACT As online doctoral education continues to grow, faculty members are faced with mentoring an increasing number of students. To effectively support these students’ research projects, faculty mentors need to develop strategies that take into account the unique challenges of online environments. This study, based on Crawford et al. (2014) theoretical framework for online graduate mentoring, aimed to identify the strategies used by faculty members who advise online students in Educational Technology doctoral programs during research experiences. The data was collected through a survey completed by 24 mentors, and five of them also participated in individual interviews. These mentors were faculty members in online educational technology programs in the USA and Canada. The study found that faculty mentors used strategies associated with both the academic and psychological domains of Crawford et al.‘s framework. The practical implications of these findings are discussed in relation to enhancing the quality of mentoring in online doctoral education.

What do Adjunct Nursing Instructors Want?

Adjunct nursing instructors (ANIs) are used to meet the needs of nursing education programs, but challenges of adjusting to unfamiliar academic settings often lead to poor job satisfaction and low retention of ANIs. The Adjunct Instructor Survey (Milliken & Jurgens, 2008) was used to query 25 ANIs regarding the importance and availability of support services pre-COVID-19 pandemic and post-pandemic. Mentoring was identified as most important pre- and post-pandemic, with a reported decrease in mentoring opportunities post-pandemic. Developing quality mentoring programs for ANIs needs to be a priority.

Impact of Training and Assistance on Home Industry SMEs Development by Housewives in Klambir Lima Village

Micro, Small and Medium Enterprises (MSMEs) in the home industry sector managed by housewives have significant potential in supporting the local and national economy. This research aims to identify the impact of training and mentoring on the development of MSMEs in Klambir Lima Village, Deli Serdang Regency, North Sumatra. The research problem raised is whether the training and assistance provided can effectively improve the development of MSMEs managed by housewives. The methodology used is a quantitative approach with a census method on 49 MSME actors in the village. The research results show that training and mentoring do not have a significant impact on the development of MSMEs (t-calculated value for training -1.456 < t-table 1.677; significance 0.152 > 0.05 and t-calculated value for mentoring 0.739 < t-table 1.677; significant 0.464 > 0.05). On the other hand, the marketing aspect has a significant positive impact on the development of MSMEs (t-value 3.134 > t-table 1.677; significance 0.003 < 0.05). Multiple linear regression analysis shows that training, mentoring and marketing simultaneously have a significant impact on the development of MSMEs (F value 3.336 > F-table 2.50; significance 0.028 < 0.05), with marketing as the most crucial factor. In conclusion, an effective marketing strategy is the key to increasing the productivity and development of MSMEs. More focused support on marketing aspects, as well as improving the quality of training and mentoring, is needed to help MSMEs overcome challenges and improve their performance.

Effective and inclusive mentorship in the field of epidemiology.

Quality mentoring improves outcomes across career stages, including a sense of belonging, persistence, and productivity. However, the status quo in mentorship culture-including in epidemiology-is an ad hoc approach. This pervasive culture adversely affects individual mentees and the entire scientific research enterprise. Public health disciplines such as epidemiology bear a distinct responsibility to foster an inclusive mentorship culture, ensuring the next generation is equipped not only with methodological expertise but also with a commitment to diversity, equity, inclusion, and the principles of public health. In this commentary, we outline the primary attributes of effective mentors, core competencies, and the evidence base underlying how mentors can improve their skills with comprehensive training. We call on mentors, as well as institutional leaders, to make personal and structural changes, such as requiring mentor training, implementing evidence-based tools (e.g., individual development plans), and regularly evaluating mentorship quality. Institutional leaders can remove barriers (e.g., costs to enroll in mentor training) and facilitate mentorship in non-monetary ways, for example, by making it a formal part of the promotion process. Mentors and leaders must champion these changes, fortifying not only individual career trajectories but also advancing scientific integrity, inclusivity, and justice within the epidemiologic community.

Gender Disparities in Mentorship and Career Outcomes in Ophthalmology.

Background: Gender disparities in the field of ophthalmology have been increasingly recognized. Although mentorship has been proposed as a contributing factor, there are limited data on the differences in mentorship experiences by gender among ophthalmologists. Objective: The purpose of this study was to evaluate gender disparities in mentorship experiences among ophthalmologists, and the impact of mentorship disparities on career outcomes. Design: Prospective, cross-sectional study. Setting: Web-based survey distributed through ophthalmology listservs. Participants: Ophthalmologists and ophthalmologists-in-training who completed the survey. Exposure: Training and practicing in the field of ophthalmology. Main Outcome Measures: Mentorship score based on 10 items from a previously published scale of mentorship quality and self-reported career outcomes (income, job satisfaction, achievement of career goals, and support to achieve future career goals). Results: We received survey responses from 202 male and 245 female ophthalmologists. Female ophthalmologists reported significantly lower mentorship satisfaction and worse quality of mentorship (p < 0.03). Female ophthalmologists also reported significantly lower income, worse job satisfaction, and lower rates of goal achievement and support to achieve future goals; all of these career outcomes, except income level, were partly mediated by mentorship score (mediation effect ranged from 29% to 68%, p < 0.014). Conclusions and Relevance: Gender-based inequities in achievement of career goals and job satisfaction are partly mediated by disparities in mentorship. Therefore, focused mentorship of women in ophthalmology at all career stages is imperative to reduce these inequities.

Mentoring-values and profiles in primary and preschool education

Because few schools consistently provide a sustainable preparation for the school of the future and for life, it takes a person to make us see, learn and apply what we cannot see, learn, apply on our own. More precisely, an experienced person, willing to share real personal creative experience, for the benefit of other people, of the institution in which he integrates through a relationship based on management, on respect and trust, on superior knowledge, on existing legislation, on intuition and self-created opportunities. This person is the leader, the coach and even the mentor. The field is naturally called leadership, and on a managerial and didactic professional level it is called mentoring. A quality mentoring activity has an important role in anticipating and reducing the difficulties that could intervene in the teaching career of future teachers. I will reflect on the training and career development of teachers from the perspective of the importance of mentoring, in order to ensure a quality education for children through adequate training of teachers. In order to achieve performance, it is necessary to combine theory and practice harmoniously and to acquire the ability to use the knowledge gained in new learning contexts. The study will identify solutions for improving the quality of education by introducing the role of mentoring in the development of the teaching career. After carrying out the research, I will know the degree of satisfaction of the actors involved, with special reference to their activity in kindergarten and school and to the real and harmonious progress of preschoolers and students.

Remote Summer Research Program to Improve Opportunity and Mentorship for Underrepresented Students With Interest in Orthopaedic Surgery: 3-Year Experiences.

Medical students are challenged with a limited number of research opportunities to help prepare for an exceptionally competitive process for matching in an orthopaedic residency. The aim of this study was to assess the 3-year experience of our 8 to 10-week remote summer research program in support of underrepresented students with an interest in orthopaedic surgery. We received over 500 applications, and a total of 37 students (7.4%) participated in the program over the past 3 years. A total of 14 faculty mentors were matched with 1 or 2 students each. The research program delivered a curriculum including (1) research-related topics led by a content expert; (2) weekly faculty lectures discussing topics including orthopaedic conditions, diversity in orthopaedics, leadership, and work-life balance; and (3) a minimum of 8 weeks of mentorship experience with an assigned faculty and a peer mentor. Students and faculty were surveyed to measure skill progression, research productivity, and program satisfaction. Program participants represented a range of race/ethnic backgrounds and research experience levels. The cohort included a high rate of female (51%) and Black (35%) participants relative to representation of these groups in orthopaedic surgery. Postprogram surveys indicated that all participants improved their research skills, orthopaedic interest, and mentorship/networking skills. Most students (89%) stated that they were adequately matched to their faculty mentor. Most students (79%) indicated that they contributed to either manuscript or conference abstract as coauthors. The study findings suggest improved research skills, interest, and confidence to pursue orthopaedic residency and mentorship/networks in the field. Our long-term vision is to improve the accessibility and quality of mentorship for underrepresented students to foster an equitable pathway into the field of orthopaedic surgery.

Mentoring: Shaping the professional identity of the academic internal medicine hospitalist.

Burnout and lagging academic productivity are pressing challenges in hospital medicine, leading to stagnation and attrition. Mentoring shapes professional identity formation and enhances faculty vitality and retention, but has not been optimized among academic hospitalists. We sought to explore how mentoring impacts academic hospitalist professional identity and to elucidate barriers to mentoring in the field. We conducted focus groups at three academic medical centers. Informed by social-constructivist theory of identity development, we coded deidentified data and performed thematic analysis. Thirty-one academic hospitalists participated with 1 to >20 years experience. Mentoring shaped professional identity formation in six core domains: choosing academic hospital medicine, identifying and focusing on an area of interest, progressing career, navigating work-life integration, staying in academic medicine, and becoming a mentor. Distinct models included dyadic mentoring, peer mentoring, organic mentoring, and mentoring teams, each with benefits and limitations. We identified nine key mentoring actions that influenced hospitalist professional identity formation and career development. Mentoring barriers included lack of time, awareness, and access to experienced mentors, as well as poor quality mentoring and mentor-mentee malalignment. Aspects of hospitalists' professional identity also posed barriers, including ambivalence around academic identity. Mentoring fosters academic thriving and retention in academic hospitalists. Access to effective mentoring remains lacking due to few senior mentors in the relatively new field of hospital medicine and reticence in academic identity, among other factors. Mentoring training, impact on underrepresented minority hospitalists, and integration into institutional culture should be considered for enhancing the career development of academic hospitalists.

The Influence of Entrepreneurship Education on the Competence of Start-Up Ventures in Empowering Nascent Makeup Artists

This research aims to analyze the influence of entrepreneurship education on startup business competencies through the empowerment of prospective makeup artists. The study employs a quantitative approach with structural equation model analysis techniques using the AMOS application. The population of this study comprises alumni of the Entrepreneurial Skills Education Program (PKW) from Training and Course Institutes (LKP) between 2016 and 2018 in West Java. The sampling technique used is random sampling. Data were obtained through a questionnaire completed by 136 respondents. The results of the study indicate that entrepreneurship education does not have a significant effect on startup business competencies through the empowerment of prospective makeup artists. However, entrepreneurship education significantly influences two variables: startup business competencies (48.6%) and the empowerment of prospective makeup artists (89.1%). The study reveals the reasons for the low achievement of the PKW Program's success based on two indicators. Indicator II states that at least 75% of graduates should be able to start a business, and Indicator III specifies that at least 30% of those who start a business should earn an income equivalent to the local minimum wage within six months. The low success rate of the PKW Program in this study is explained by the limited skills of the mentors and the lack of reflection activities during the mentoring process. This research highlights the urgent need for effective mentors when prospective bridal makeup artists design and launch their startups. Mentors play a critical role in providing business insights, market advice, and market validation. Therefore, it is necessary to improve the quality of mentors and establish qualification standards for startup business mentors.

The Mentor Network for Junior Faculty in the Discipline

Mentorship is a valuable component of the growth of junior faculty, but mentorship and the mentorship network in the broadly defined agricultural education discipline is not well understood. This study describes junior faculty mentees in the discipline and their mentors, as well as the mentorship interactions, including the social network of connections. Junior faculty across the discipline were surveyed to determine their demographics, their mentors, and aspects of their mentorship relationships. The identified mentors were then surveyed for demographic information. The largest number of respondents were from school-based agricultural education for both mentees and mentors. Mentees were more likely to be younger and female than mentors were. Most mentors only had one mentee in the network, though agricultural communication mentors were more likely to have multiple mentees than the other concentrations. Most connections were informally made and did not meet regularly. For the social network analysis, most communities were not connected to the rest of the network, though it is unclear if this is the nature of the network or an artifact of how data collection occurred. Having a shared institution was a statistically significant predictor of connections. Gender was not a significant predictor, but age difference was positively associated at a statistically significant level. Those trying to ensure the success of junior faculty should be aware much of mentoring in the discipline in informal, which may not be ideal based on past research. More research is needed to understand what factors affect the quality of mentorship in the discipline.

Empowering STEM students: A university-wide mentorship program fostering retention and belonging.

In the face of a challenging climate STEM (Science, Technology, Engineering and Mathematics) higher education that is resistant to Diversity, Equity, and Inclusion efforts aimed to increase and retain students from historically excluded groups (HEGs), there is a critical need for a support structure to ensure students from HEGs continue to be recruited retained. The Biology Undergraduate and Master's Mentorship Program (BUMMP) embodies this commitment to fostering scientific identity, efficacy, and a sense of belonging for first-generation and historically underserved undergraduate and master's students at UC San Diego. The mission of BUMMP is to cultivate a sense of belonging, instill confidence, and nurture a strong scientific identity amongst all its participants. At its core, the three pillars of BUMMP are(1) mentorship, (2) professional development, and (3) research. Quality mentorship is provided where students receive personal guidance from faculty, graduate students, postdocs, and industry leaders in navigating their career pathways. Complementing mentorship, BUMMP provides paid research opportunities and prioritizes professional development by offering workshops designed to enhance students' professional skills. These three pillars form the backbone of BUMMP, empowering students from all backgrounds and ensuring their retention and persistence in STEM. So far, we've served over 1350 mentees, collaborated with 809 mentors, and had over 180 mentees actively engaged in BUMMP-sponsored research activities. The primary focus of this paper is to provide a programmatic guideline for the three pillars of BUMMP: mentorship, professional development, and research. This will offer a blueprint for other institutions to establish similar mentorship programs. Additionally, the paper highlights the impact of the BUMMP program and surveyed mentees who have participated in the mentorship and research component of BUMMP. We showed that mentorship and research experience enhance students' sense of belonging, science identity, and science efficacy, which are key predictors of retention and persistence in pursuing a STEM career. Overall, BUMMP's expansive efforts have made a tremendous impact at UC San Diego and will continue to foster a community of future leaders who will be prepared to make meaningful contributions to the scientific community and beyond.

What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students.

Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors to form quality mentoring relationships is lacking. Here, we examine the influence of variables theorized to predict mentorship support and quality in a national sample of 565 science doctoral students from 70 universities in 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, and the relationship matching mechanism (direct admissions, rotations) were not associated with higher-quality relationships. We found no support for the widely held belief that students whose mentors shared their gender, race, or ethnicity experienced greater mentorship quality. Rather, mentees who shared attitudes, beliefs, and values with their mentor, or whose mentors displayed greater cultural awareness experienced more supportive, higher quality mentoring. Furthermore, these patterns were largely consistent across both mentee and mentor demographic groups. These results highlight the potential benefits of pairing mentees and mentors who share personal and intrinsic qualities rather than demographic or surface-level attributes. Our findings also indicate that graduate students from marginalized backgrounds can be effectively mentored by faculty who are demographically dissimilar if their mentors engage in culturally aware mentorship.

Factors that influence the formation and impact of mentorship relationships for OB/GYN residents

Background Mentorship is critical for successful careers in academic medicine. There is a gap in the literature regarding specific qualities that make effective mentorship relationships for Obstetrics and Gynecology (OB/GYN) residents. This study aimed to identify the attributes most valued by OB/GYN residents in their mentorship relationships and to explore the factors influencing their choice of mentors. Methods We conducted a cross-sectional survey among OB/GYN residents, distributed electronically November 2021-March 2022. Demographic data, mentor qualities, satisfaction with current mentorship and mentee factors were identified. The survey incorporated questions adapted from the validated Ideal Mentor Scale assessing three mentor attributes: Integrity, Guidance, and Relationship. Data analysis involved descriptive statistics, Student’s t-tests, chi-squared tests, and Fisher’s Exact tests where appropriate. Results 48 of 60 (80%) of surveyed residents responded. Among the respondents, 72.9% were female and 29.1% identified as non-white. Integrity emerged as the most valued Ideal Mentor attribute. No statistically significant gender-based differences were observed in the preferences for mentor characteristics including gender of a mentor. Non-white respondents placed greater importance on having a mentor of the same race (p&lt;0.01). Residents interested in subspecialties expressed a stronger preference for mentors with fellowship training (p&lt;0.01) and shared research experiences (p=0.03). Conclusions OB/GYN residents seek mentors characterized by integrity and who are active in research and professional societies aligned with their interests. The data highlight the importance of considering race and subspecialty preferences in fostering influential and equitable mentorship for all residents.

HEIR APPARENT PREPAREDNESS AND SELECTED FAMILY BUSINESS SUSTAINABILITY IN LAGOS STATE NIGERIA

Family-owned businesses are extremely important to Nigeria's economy, creating jobs, generating income, and helping the country's GDP increase. However, the Heir Apparent's readiness to take on leadership responsibilities poses a threat to their sustainability. Myriads of research on family businesses and their sustainability exist, but little of it has looked at heir apparent as a factor of sustainability. By analyzing the relationship between heir apparent preparedness and the sustainability of selected family-owned firms in Lagos State, Nigeria, this study seeks to bridge the gap in literature. Drawing on a deductive methodology, the study employs a cross-sectional survey to gather quantitative data. Responses from 388 family-owned enterprises were obtained using a questionnaire. Data were analyzed by applying SPSS package, version 25. The findings reveal significant positive relationships between Heir Apparent Level of Education, Heir Apparent Experience, and Quality of Mentorship Received by Heir Apparent, and their joint effect with family business sustainability. It was thereby concluded that heir apparent level of preparedness impacts the sustainability of family businesses in Lagos State. The study recommends prioritizing formal education, providing diverse experiential learning opportunities, and establishing strong mentorship programs to enhance family business sustainability.