Mentor Selection Research Articles

How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students?

To explore how mentors perceive and perform their role in a longitudinal mentorship programme with the objective of guiding medical students in becoming reflective learners. A qualitative exploratory study was conducted using semi-structured interviews with 16 mentors from the Ghent University medical education mentoring programme. Participants were selected by purposeful sampling on gender, years of experience and area of specialisation. Interview transcripts were analysed using inductive thematic analysis. Afterwards, all transcripts were re-analysed combining the resulting themes to identify different mentoring profiles. Our analysis yielded three themes. First, the basic conditions for mentorship showed wide differences in competencies that mentors considered necessary. Second, goals and purposes of mentoring identified roles ranging from ombudsperson, confidential advisor, role model to guide towards professional and personal growth. Third, attitudes to the mentoring programme revealed a wide variation from fully embracing to rejecting the reflective method. Further analysis led to three mentor profiles: reflective, sharing and advising. Even reflective mentors struggled in varying degrees with applying the guidelines, mostly depending on prior experience with reflection. Advising mentors found the intervision techniques too constrictive and expressed doubts about the usefulness of the programme. In this reflection-based mentoring programme, different mentor perceptions strongly determined how reflection is being taught to medical students. This may affect the students' professional identity formation. Training should enable mentors to reflect on their beliefs and mentoring style. Further research is needed on the effects of reflection in mentoring and on mentor selection.

Peer mentor contributions to an early intervention vocational rehabilitation specialist service following trauma: a qualitative study.

BackgroundPeer mentors have a role in facilitating the participation, health and well-being of people who have had a traumatic injury. Few studies have explored the involvement of peer mentors in an early intervention vocational rehabilitation (EIVR) service following trauma. ObjectiveThis study aimed to explore the experience of implementing peer support within the context of an EIVR service from the perspectives of the peer mentors themselves, the vocational therapists supervising them, and the patients that received peer mentoring. MethodsSemi-structured interviews were conducted with twenty participants from three groups: peer mentors (n=4); vocational therapists (n =3); and patients who received the EIVR intervention (n=24). Data were thematically analysed. ResultsThree themes were identified: The value of peer input in an EIVR service, The facilitators impacting the value of peer involvement as part of the EIVR service, The challenges impacting peer input as part of an EIVR service. ConclusionsThe inclusion of peer mentors early after major traumatic injury was a unique and valuable addition to the EIVR service. Offering peer support early on in rehabilitation enabled patients to gain a sense of hope for their future, and the expectation that returning to work was a realistic option. The careful selection of peer mentors, and ensuring they receive adequate preparation and ongoing supervision are vital to support their well-being during the intervention. Aiming to match peer mentors with similar injuries and work backgrounds to patients is an important contributor to the likely ongoing engagement of the mentee with the mentor.

The need and acceptability of a youth mental health mentoring model to supplement adolescent outpatient mental health services

Youth mental health challenges in the United States continue to escalate at an alarming rate. To address this crisis, there is an urgent need to develop innovative strategies for delivering effective mental health care to youth. The aim of this study was to assess the need and acceptability of a youth mental health mentoring model for adolescents engaged in outpatient mental health services. Participants included adolescents currently engaged in outpatient mental health services (n = 3, 14–17 years old; 66 % Black; 100 % cisgender boys), parents/guardians of adolescents currently engaged in mental health services (n = 4; 50 % Black; 100 % cisgender women), clinicians who provide adolescent mental health services in an outpatient setting (n = 5; 100 % White cisgender women), and potential paraprofessional mental health mentors recruited from a large land-grant University (n = 5; 40 % White; 60 % cisgender women). All participants were recruited from an urban setting in the midwestern United States. Data collection occurred remotely. Following protocols that were approved by an Institutional Review Board, participant groups were provided an overview of the proposed model and asked a series of open-ended questions in four separate focus groups to gauge the perceived need and acceptability of this type of program model. Thematic data analysis was used to analyze data. Across participant groups, results indicated a clear need for supplemental mental health services and high acceptability of the proposed youth mental health mentoring model. Participants offered specific recommendations for model development, especially related to mentor selection, training and supervision.

ALGORITHM FOR IMPLEMENTATION OF MENTORSHIP SUPPORT FOR WAR VETERANS IN A TERRITORIAL COMMUNITY

In the article there have been studied issues and needs that war veterans and defenders of Ukraine have after demobilization from the service and return to civil life as well as flaws of the acting system of social protection for combatants and persons with disability caused by war. There have been presented the results of implementation of the social project «Mentors for veterans», which has been carried out by the non-governmental organization «Youth institute» in Uzyn municipal territorial community (Kyiv region) in 2023–2024. Under this project, there has been developed and tested the implementation mechanism for mentorship (assistance) institution for veterans at the level of the territorial community, that, at the same time, requires the implementation of three interdependent components, such as: informing local authorities and citizens of the community about the existing problem in transition of veterans to civil life and possible solutions; selection and training of mentors / assistants for veterans; implementation of the mentorship support for veterans on the level of the territorial community. In the article one can find a sequence order for development of a reference book, which includes reliable data about facilities and institutions that work with veterans, defenders of Ukraine and members of their families in the territorial community. This reference book will be useful for specialists in the social sphere during development of the system for information and mentorship support of military servants, who have been dismissed due to health conditions and / or family circumstances and undergo transition to civil life. In the article the sequence of involvement and training of mentors for veterans, contents of the training program for mentors have been explained. The algorithm of mentorship support for veterans, defenders of Ukraine and their family members in the territorial community that has been developed within the framework of the project covers the organization of the interaction between a mentor / an assistant and a veteran in the following order: establishment of contacts with experts in the social sphere, who work with veterans; the first meeting with the veteran (acquaintance, collection of information on needs / issues of veterans; keeping in touch / mentorship support of veterans); support in case of problematic situations; finalization of interaction with the veteran. The algorithm of mentorship support for veterans has been implemented in Uzyn municipal territorial community (Kyiv region) and that has allowed identifying the main conditions for efficient implementation of the mentorship (assistance) institution for veterans in the territorial community. Methodical and organizational forms developed and tested within the project frame will be useful for specialists in the social sphere during development of methodical recommendations and implementation of the assistance institution in the period of transition from military service to civil life and provision of the appropriate social services.

Mentoring in education: an analysis of international practices and their implementation in Russia

Introduction. In the context of an ongoing discussion about the necessity to enhance the institution of mentoring in Russia, the examination and critical analysis of the experiences of countries where the system of mentoring for novice teachers is regulated at the state level is of undeniable interest. Aim. The study aimed to identify the main features of mentoring in France and determine the potential for applying international experience in the Russian educational system. Methodology and research methods. The research employed the following methods: an analysis of pedagogical literature and normative documents in the field of education in France, and a questionnaire survey of novice teachers working as trainee teachers in primary schools in Paris. As a survey technique, a continuous online survey with a group was employed. Results and scientific novelty. The process of becoming a fully qualified lower primary teacher in France is outlined: it involves passing a competitive examination (CRPE) and successfully completing a probation period. During this probation period, candidates are required to work for one year in a school as a trainee teacher under the guidance of mentor teachers. The research focuses on mentoring practices in France, the pathways to becoming a new teacher mentor, their job requirements, professional training, certification processes, as well as their roles and responsibilities. Based on the results of a survey of trainee teachers, a social profile of a novice teacher in France was created. The main challenges and shortcomings of the participants were identified, and their interactions with mentors were analysed. The collected data enabled the authors to emphasise the benefits of the French education policy regarding entry into the teaching profession and to formulate recommendations for mentor selection and training in Russia. Practical significance. The content of the article will be beneficial for specialists in the field of comparative education and for members of the scientific and pedagogical community engaged in teacher training programmes.

Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation

The past two decades have seen the rise of the residency model, another nontraditional pathway to certification that offers an intensive, practice-based, context-specific preparation designed to address shortages in hard-to-staff districts. Although advocates call the model innovative, research examining residencies at scale warrants skepticism around whether they truly offer a distinctive preparation. Surveying all programs across Tennessee about their adoption of features that characterize the model, we find that residencies offer a unique pathway to teaching in some expected ways though not all. Specifically, residencies reported longer clinical placements, more financial support for residents, and higher rates of mentor training, though they mostly did not report unique practices of candidate recruitment, district partnership, mentor selection, or curricular design. Moreover, we see that the distinctiveness of the model is in decline, with evidence of its dilution among newer residencies and the spread of its features among traditional programs.

НАСТАВНИЧЕСТВО КАК ТРЕНД ОБНОВЛЕНИЯ СИСТЕМЫ НЕФОРМАЛЬНОГО ОБРАЗОВАНИЯ ПЕДАГОГИЧЕСКИХ КАДРОВ

The article is devoted to the problem of the development of non-formal education, which is especially relevant in the modern system of continuing professional education. The traditional model of discrete professional development of teaching staff does not fully meet the challenges of modern education, because it does not always respond quickly to the requests of the pedagogical community. The changes taking place in society require the search for new approaches in the system of professional development of teaching staff. This task is helped by non-formal education aimed at developing the competencies of teaching staff who carry out their professional development for a specific task. Non-formal education allows you to give answers to questions that arise before the pedagogical community in the "here and now" format. One of the models of non-formal education, the core of which are various mentoring methods, is considered. The institute of mentoring is gaining popularity, and the mentor will enter the list of professions in the near future. The main advantage of mentoring as a modern form of competence development is the ability not to completely break away from the main work of either the student or the trainee. The process of institutionalization of mentoring is at an initial stage today. The issues of organizational forms, legal regulation, criteria for personnel selection and training of mentors, their material and non-material incentives need to be addressed.

Mentors' motives and mentoring functions: comparing social and commercial new ventures

PurposeEntrepreneurial support programs, like incubators and accelerators, often offer mentorship to new ventures. However, existing research on mentoring has mainly focused on the entrepreneur's perspective, leaving researchers with limited understanding of why experienced mentors provide support to new ventures. This study aimed to explore mentors' motives in mentor–venture relationships and their impact on the advisory process. It also examined different types of mentors (social and commercial) and their motivations for assisting and supporting new ventures.Design/methodology/approachThe present study utilizes a qualitative research approach to investigate the motivations and mechanisms through which new venture mentors assist founders in their growth and success. In-depth interviews were conducted with 18 mentors supporting both social and commercial ventures. These mentors were selected from ten accelerator and incubator programs situated in Belgium. The interviews aimed to gain insights into the mentors' motivations and their experiences in the role of mentors.FindingsBased on the social exchange theory and the norm of reciprocity, this study identified two main motives of mentors: “gaining back” reflecting mentors’ self-interest in deriving benefits from the relationship and “paying back” representing their altruistic reasons for supporting new ventures. Additionally, the study identified mentor functions that primarily involved providing career-related support to new ventures. Moreover, the research revealed intriguing similarities and differences in the motivations and mentoring functions between mentors of social and commercial ventures.Research limitations/implicationsFuture research should explore the evaluation process and criteria used by mentors and new ventures when selecting each other for a productive mentoring relationship. Additionally, further investigation is needed to examine the firm-level impact of various mentoring services on the performance of social and commercial new ventures at different stages of development. Comparing mentor motives and functions across diverse geographical settings would address the limitation of the study and provide a more comprehensive understanding of the topic.Practical implicationsThe findings of the study can inform policymakers, accelerator and incubator program managers and new ventures seeking mentors and support initiatives. They can use the insights to design effective mentoring programs that align with the specific needs and motivations of mentors and new ventures. Understanding the different motives and functions of mentors can help in the selection of appropriate mentors who can provide the necessary support and expertise to new ventures.Social implicationsThe study highlights the importance of mentorship in the development of entrepreneurial ecosystems. Accelerator and incubator programs play a crucial role in connecting new ventures with mentors who have the right motivation and expertise, contributing to the growth and success of new ventures and the overall entrepreneurial ecosystem. By identifying both altruistic and self-interest motivations in mentoring relationships, the study emphasizes the dual dimensions that characterize the mentor–venture relationship. This understanding can foster stronger collaborations and reciprocal exchanges between mentors and new ventures, ultimately benefiting both parties.Originality/valueThis research contributes to the entrepreneurship literature by exploring the mentor–new venture relationship from mentors' perspective. It expands the existing research on mentor–protégé relationships, broadening the understanding of mentoring dynamics in different organizational settings. The findings offer insights grounded in social exchange theory and provide directions for future research on mentor–venture relationships, resource exchange and relationship development. The study also holds practical implications for policymakers and program managers involved in fostering mentoring initiatives for new ventures.

Determinants of commercial farmers’ willingness to mentor emerging farmers in South African land reform

ABSTRACT To address the challenge posed by a lack of commercial farming skills among beneficiaries of redistributed farms, the South African Government has introduced a mentorship program, by which established commercial farmers share expertise with newly settled farmers. However, commercial farmers’ willingness to mentor emerging farmers, and the determinants of their willingness at a national level, are not explicitly known. This article attempts to contribute in this regard by implementing a binary logistic regression model, preceded by descriptive statistics, to a sample of 475 commercial farmers. Our findings show that a majority (76 per cent) of commercial farmers are willing to mentor emerging farmers. Younger farmers with higher levels of education are most likely to show willingness to mentor. Farm characteristics, such as high turnover and low perceived threat regarding a “lack of dependable labour” also contribute to the willingness to mentor. Therefore, a farmer and his or her farm performance should be key attributes in the criteria for mentor selection.

Style and influencing factors of tutors-postgraduates’ interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province

ObjectivesThis study assesses the style of tutor-postgraduate interactions in Chinese medical colleges and explores the association between postgraduates’ demographic factors and tutors’ demographic characteristics.MethodsWith the stratified sampling method, a cross-sectional online survey was used. A total of 813 medical postgraduates were recruited as participants, with an effective response rate of 85.49%. The two dimensions of “Professional Ability Interaction” and “Comprehensive Cultivation Interaction” in the self-developed “Instructor-Graduate Interaction Scale for Medical Colleges” were used as dependent variables. And tutors’ demographic characteristics and postgraduates’ demographic characteristics were taken as independent variables. Logistic regression analysis was used to explore the influencing factors of Tutor-Postgraduates Interactions in medical colleges.ResultsThe Tutor-Postgraduates Interaction scale consists of 14 items from the two dimensions of “Professional Ability Interaction” and “Comprehensive Cultivation Interaction”. The results of the logistic regression analysis show the reasons for selecting the mentor students (industry recognition, the tutor’s research direction, charm in attracting mentors, and recommendations for mentor selection); student to mentor satisfaction; student to study life satisfaction; and regular academic seminars. Indirect guidance and a high postgraduate grade high are the protective factors of interaction between tutors and postgraduates of medical colleges and universities postgraduates. Older mentors and more graduate tutors are the risk factors for Tutor-Postgraduates Interaction in medical colleges (P < 0.05).ConclusionThe current study proposes that managers should pay more attention to the double-track promotion of “Professional Ability Interaction” and “Comprehensive Cultivation Interaction”. We should not only pay attention to the cultivation of postgraduates’ professional ability but also pay more attention to the comprehensive cultivation including postgraduates’ mental and psychological aspects. The interaction between tutors and postgraduates in medical colleges is generally good, but much attention should be given to the dual-track promotion mentioned above. Regular academic seminars play an important role in the process of postgraduate training. The research findings, including the influencing factors regarding tutor-postgraduate interactions, the Professional Ability Interaction and Comprehensive Cultivation Interaction, are very informative and can contribute to strategies for postgraduate management systems that enhance this relationship.

Penerapan Algoritma C4.5 Untuk Rekomendasi Mentor Santri Baru

The acceptance of new students is something that is routinely carried out by pesantren every year. The very large number of students and the limited number of teaching staff which can have an impact on the ineffectiveness of the activities of the educational process in the pesantren environment. This is common and has been predicted to always occur at every new student admission. The pesantren has also taken steps to anticipate this phenomenon that usually occurs every year, namely by selecting mentors for new students. In the selection of mentors for new students, the pesantren chose seniors who had been studying at the pesantren for a long time. By choosing an accurate mentor, the mentor function can be more effective. These results were tested for accuracy using the confusion matrix formula with an accuracy of 87.5%.

The ABC’s of Mentorship in Medical Education: Awareness, Benefits, and Challenges

Mentorship, bridging experience and aspiration, is vital in higher education and sectors like medicine. Although recognized as a "dynamic, mutually beneficial relationship," there's a gap between its acknowledged significance and real-world implementation. This article delves into mentorship's Awareness, Benefits, and Challenges from both the mentor's and mentee's perspectives. Effective mentorship hinges on mutual respect, shared values, and understanding. Mentors, navigating roles from teachers to sponsors, must possess skills like honesty, commitment, and the capability to manage diversity and power dynamics. They are tasked with blending career advice with psychosocial backing. Conversely, mentees should exhibit proactivity, clarity in objectives, and value comprehension. The mentor-mentee bond thrives on shared principles, but it's the amalgamation of these values with diverse insights that propels growth, underpinned by genuine involvement and trust. Both mentors and mentees reap immense benefits from their alliance. Mentors experience personal evolution, heightened motivation, and the euphoria of seeing their mentees thrive, enhancing their professional networks. Mentees gain early career support from someone earnestly rooting for their success. This relationship is synergistic: mentees bring fresh perspectives, while mentors contribute their vast experience, jointly amplifying productivity and cultivating a relationship rooted in shared growth. Despite its merits, mentorship has its hurdles. Mentors often juggle time pressures, battle self-doubt, and weigh the repercussions of their mentee's achievements or setbacks. They must harness vulnerability, acknowledging they can't resolve every dilemma but should steer growth. For mentees, the mentor selection process can be overwhelming, and initiating the relationship might be intimidating. Open dialogue and clear boundaries are paramount. Occasionally, mentorship ties need termination due to misalignments or changing roles, necessitating careful handling. In sum, while mentorship offers profound rewards in medical education, it demands dedication, adaptability, and confronting challenges to genuinely shape participants' futures.

University teaching induction programmes. A systematic literature review

ABSTRACT In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers further their development in their professional careers. However, the literature pinpoints a lack of empirical evidence on professional development (PD) policies at university level due to the limited tradition of research and evaluation at this educational stage. The aim of this research is to provide an overview of the actions and programmes for the professional learning of new academics at university institutions. To this end, we conducted a systematic review of the international literature, based on 262 papers from three international databases, of which a total of 18 were analysed in depth. This study examines the types of programme, content and learning outcomes. The findings show that most programmes deploy mentoring versus other modalities, although duration and content are heterogeneous. In addition, mentor selection and training is revealed as a key element for programme success. Finally, we present a number of lessons learned that may be useful for university induction programme design.

Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher

The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into account different profiles of students. Surveys, with closed and open questions based on our theoretical framework, were conducted at different points in time during teacher education as a basis for mixed method analyses. Compared to the period between the start and the end of the teacher education courses, it appeared that graduated student teachers attached more importance to the motives ‘subject orientation’ and ‘educational orientation’. The research shows a shift to a more realistic educational orientation among graduated students. ‘Work dynamic’ aspects as a motive to work in education were generally considered equally important by women and men but combination possibilities were more important for men. Specifically related to students with a ‘teacher in training’ [TiT] statute, graduated TiT-students considered the motive ‘idealism’ more important than non-TiT-students. Related to working students, ‘work perspective’ appeared to be more important compared to non-working students. These insights into the evolving motives of student teachers have a number of possible implications for the organization of teacher education, which can also contribute to reducing the teacher shortage. Teacher education can put extra emphasis on positive and qualitative hands-on experiences by performing a well-considered selection of internship schools and mentors. At the same time, teacher education can offer even more space and time for student teachers to dedicate to internships, by keeping other activities such as deadlines and teaching moments during internships to a minimum.

Online mentoring: challenges and strategies.

To gain insights into the e-mentoring experience, needs of the stakeholders (mentors and mentees) challenges and strategies to overcome the challenges. Qualitative exploratory study was conducted in Islamic International Medical College, from February 2021 to July 2021. The study duration was six months. Six 'Semi-structured interviews' of mentors and two 'focus group discussions' with mentees were conducted. A purposeful sampling technique was employed to select the respondents. Data were audio taped and transcribed verbatim. After that analysis of data was done by inductive content analysis. Data were coded line by line. Open codes were combined to form categories, which were combined to form themes through abstraction. Data was analyzed by using Atlas.ti. After analyzing data from mentors and mentees, 21 open codes sorted into 15 categories and abstracted to from five major themes. Participants talked about the problems of online sessions like; connectivity issues, impaired interaction, nonspecific goals, unaware of MS Teams use. They suggested strategies to make these sessions more practical; like workshops for training, face to face sessions before online mode, blended approach, careful selection of mentors and mentees. All were satisfied with security and witnessed anonymity and privacy. Online mentoring can help students feel less lonely through social contact. E-mentoring provides flexibility to those who would usually deal with discrimination to being mentored because of their gender, ethnicity, disability or geographical location.

Comparing standard versus enhanced implementation of an evidence-based HIV prevention program among Bahamian sixth grade students: findings from nationwide implementation trials

BackgroundEffective implementation strategies are needed to address the challenges encountered by teachers in implementation of evidence-based HV prevention programs in schools. The current study: 1) compares implementation fidelity of Focus on Youth in the Caribbean (FOYC) plus Caribbean Informed Parents and Children Together (CImPACT) intervention using enhanced implementation strategies (including biweekly monitoring/feedback and site-based mentoring) to those using more traditional approach (teacher training only); and 2) evaluates the impact of school coordinators’ and mentors’ performance on teachers’ implementation fidelity and student outcomes.MethodsData from an enhanced implementation trial in 2019–2020, involving 24 government primary schools, 79 teachers, and 2252 students, were compared to data from a standard implementation trial in 2011–2012, involving 35 government primary schools, 110 teachers and 2811 students using mixed-effects modeling and structural equation modeling.FindingsTeachers in the 2019–2020 trial taught more core activities (28.3 vs. 16.3, t = 10.80, P < 0.001) and sessions (7.2 vs. 4.4, t = 9.14, P < 0.001) than those participating in the 2011–2012 trial. Teachers taught > 80% of the intervention curriculum in 2019–2020 compared to 50% curriculum delivery in 2011–2012. Teachers who had a “very good” or “excellent” school coordinator in their schools taught more core activities than those who had a “satisfactory” school coordinator (30.4 vs. 29.6 vs. 22.3, F = 18.54, P < 0.001). Teachers who worked in a school which had a “very good” mentor, taught more core activities than those teachers who did not have a mentor or had only a “satisfactory” mentor (30.4 vs. 27.6; t = 2.96; p = 0.004). Teachers’ confidence in implementing core activities, comfort level with the curriculum, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ implementation fidelity. The degree of implementation was significantly associated with improved student outcomes.Implications/conclusionAn evidence-based HIV prevention intervention can achieve a high degree of implementation when delivered with enhanced implementation strategies and implementation monitoring. Future program implementers should consider the purposeful selection and training of school coordinators and mentors to support low-implementing teachers as a potentially important strategy when attempting to achieve high-quality implementation of school-based interventions.

Mentoring University Students with ASD on Campus: A Supplemental Program Model

ABSTRACT The number of students with autism spectrum disorders (ASD) attending institutions of higher education continues to increase while typical accommodations provided by campus disability service offices often remain unchanged. Based on the unique characteristics associated with ASD, the need for supports and “soft accommodations” continues to rise at an alarming rate. The purpose of this paper is to describe how one program used peer mentoring as an intervention to increase student success for university students with ASD. With these identified areas of need, Transition to Healthiness, Resourcefulness, Independence, Vocation, and Education (THRIVE) was created in early 2012 to provide supplemental supports, including mentoring, for degree-seeking students with ASD attending a 4-year university. Specific strategies such as peer mentoring, mentor selection, and mentor training are discussed. Data results for 18 First Time In College (FTIC) new participants in the THRIVE program during the 2018–2019 year indicated increased student GPAs from 1st semester to 1st year with an average GPA of 3.36 after one year (Fall + Spring + Summer semesters). Additional results include reported positive social interactions and high levels of student engagement with peer mentors. One major finding of the data analysis includes identification of peer mentoring as an effective resource for university students with ASD. Development of similar mentor programs in higher education are discussed.

Mentoring programs implementation: differences between group and individual mentoring

PurposeThis article aims to present the differences in implementation between individual mentoring programs (IMPs) and group mentoring programs (GMPs).Design/methodology/approachThis exploratory study used semi-structured interviews with 16 experts: mentoring program (MP) coordinators, consultants and mentors. During the interviews, the steps in implementing a mentoring program were reviewed and discussed by practitioners.FindingsBased on the interviews and contrasting with the proposed implementation model, the authors compared IMPs and GMPs. The results highlight the role of the GMP coordinators, especially in the selection of mentors, mentees and generating resources that favor the beneficial effects of group dynamics on mentoring processes.Practical implicationsThis model for implementing MPs and the differences identified between IMPs and GMPs provide practical help to program coordinators (PCs) and mentors to deploy MPs by highlighting the relevant aspects.Originality/valueMentoring is a Human Resource Development (HRD) technique whose implementation at the program level needs further deepening for practitioners. This is the first work that emphasizes the differences to be considered in the design and implementation of MPs by taking the individual or group dimension of mentoring.

National Education Policy 2020 – Mentoring of Faculty Members towards Excellence in Higher Education Institutions

A mentoring approach towards excellence is proposed in this paper. This approach should be followed to develop educational leaders and faculty members to prepare HEIs to build capacity and capability to implement the provisions of the national education policy (NEP) 2020. The approach includes designing the mentoring programme at the institute level, selection and orientation of mentors, selection and orientation of mentees, mentoring process, mentees and mentors’ outcomes, and ultimate outcomes of the mentoring programme-academic, research, and excellence. The authors have noted recommendations to make the mentoring programme successful.

A Case Study on the University Freshman Adaptation Program Using an Online Mentoring Program during the COVID-19 Pandemic

This study is a case study that presents the results of developing and operating online mentoring programs to more effectively help freshmen adapt to college life amid the spread of COVID-19. Mentoring has traditionally been recognized as a program that contributes to individual academic ability and psycho-social growth. Against this background, the results of developing and operating online mentoring programs for 1,654 freshmen were presented as examples. As a result of the operation of this mentoring program, the latter helped freshmen solve some of the challenges they faced, not only from having to change their academic environment, but from having to form new relationships as well. Senior mentoring also confirmed that such a program is able to reduce the social gap felt by freshmen regarding their campus life during the COVID-19 situation by motivating them to study more, and by encouraging them to form senior-junior IRL (in real life) relationships. This study is significant in that it presents specific examples and techniques to improve the performance of online mentoring programs. Also, in order to effectively operate online mentoring programs, we proposed to systematically implement the selection and training of mentors, to structure mentoring activities, to monitor the program through a communication system, and to engage in performance sharing.