MENTORING: A REVIEW OF EARLY CAREER RESEARCHER STUDIES
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Abstract
This paper reviews 23 journal articles on ‘mentoring’ in the context of Early Career Researchers, defined as those in academia with less than 10 years of experience from the start of their PhD. Achieving a better understanding of mentoring is important since within the higher education context new dynamics have created expectations towards more supportive mechamisms for ECRs.
In order to better understand the benefits of mentoring for ECRs careers and psychosocial well-being, it is important to understand (1) the core definitions of mentoring used in research, (2) the research methodologies that are applied to research mentoring, (3) the empirical evidence showing the value of mentoring and (4) the remaining gaps for which future research will be needed. Results of the review lead to the following conclusions: there is much research to do, first, to better inform our conceptualization of ECR mentoring and, second, to better understand the value of ECR mentoring support. A research agenda is outlined.
Article Details
How to Cite
Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C., & McAlpine, L. (2015). MENTORING: A REVIEW OF EARLY CAREER RESEARCHER STUDIES. Frontline Learning Research, 3(3), 68–80. https://doi.org/10.14786/flr.v3i3.186
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References
References
Åkerlind, G. (2005). Postdoctoral researchers: roles, functions and career prospects. Higher Education Research & Development, 24(1), 21-40.
Bonetta, L. (August 26, 2011). Postdocs: Striving for Success in a Tough Economy. Science Careers from the journal Science.
Debowski, S. (2012). Strategic Research Capacity Building: Investigating higher education researcher development strategies in the United Kingdom, United States and New Zealand: The Winston Churchill Memorial Trust of Australia.
Eby., L., Allen, T., Evans, S., Ng, T., & DuBois, D. (2008). Does mentoring matter? a multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behaviour, 72(2), 254-267.
Ehrich, L., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540.
Gardner, S. (2008). What's too much and what's too little?" The process of becoming an independent researcher in doctoral education. Journal of Higher Education, 79(3), 326-350.
Hansford, E.C., Ehrich, L.C. & Tennent, L. (2004). Formal mentoring programs in education and other professions: a review of the literature. Educational Administration Quarterly, 40(4), 518-540.
Jepsen, D.M., Sun, J. J-M., Budhwar, P.S., Klehe, U-C., Krausert, A., Raghuram, S. & Valcour, M. (2014) ‘International academic careers: personal reflections’, The International Journal of Human Resource Management, 25 (10), 1309–1326.
Hemmings, B. (2012). Sources of research confidence for early career academics: A qualitative study. Higher Education Research and Development, 31(2), 171-184.
Kehm, B. (2007). The Changing Role of Graduate and Doctoral Education as a Challenge to the Academic Profession: Europe and North America Compared, in Kogan, M. &Teichler, U. (eds.) Key Challenges to the Academic Profession, UNESCO Forum on Higher Education Research and Knowledge, 111-124.
Laudel, G., & Glaser, J. (2008). From apprentice to colleague: The metamorphosis of early career researchers. Higher Education, 55, 387-406.
Lindén, J., Ohlin, M. &Brodin, E.M. (2013). Mentorship, supervision and learning experience in PhD education, Studies in Higher Education, 38 (5), 639-662.
Mellors-Bourne, R., Metcalfe, J., & Pollard, P. (2013). ‘What do researchers do? Early career progression of doctoral graduates. Retrieved from http://www.vitae.ac.uk/CMS/files/upload/What-do-researchers-do-Early-career-progression-2013.pdf.
Mullen, C., & Forbes, S. (2000). Untenured Faculty: Issues of transition, adjustment and mentorship Mentoring & Tutoring: Partnership in Learning, 8(1), 31-46.
Ragins, B.R. & Kram, K.E. (2007). The roots and meaning of mentoring. In B.R. Ragins & K.E. Kram (Eds). The handbook of mentoring at work: theory, research, and practice (pp. 3-15). Thousand Oaks: SAGE.
Sauermann, H., & Roach, M. (2012). Science PhD career preferences: Levels, changes and advisor encouragement. PloS ONE, 7(5), e36307.
Schuster, S. (2009). BAMBED commentary: Post-PhD education. Biochemistry and
The European Commission (2011) Towards a European Framework for Research Careers, [on-line], available at www.ec.europa.eu/pdf/research_policies/Towards_a_European_Framework_for_Research_Careers_final.pdf (Accessed 18 December 2014)
VITAE. (2011). Principal Investigators and Research Leaders Survey. London, UK.
PAPERS REVIEWED
Baker, V., L., Pifer, M., J., & Griffin, K., A. (2014). Mentor-protégé fit. International Journal for Researcher Development, 5(2), 83-98
Bell, A., &Treleaven, L. (2011). Looking for Professor Right: mentee selection of mentors in a formal mentoring program. Higher Education, 61(5), 545-561.
Browning, L., Thompson, K., & Dawson, D. (2014). Developing future research leaders. International Journal for Researcher Development, 5(2), 123-134.
Cox, M. D. (2011).The impact of communities of practice in support of early-career academics.International Journal for Academic Development, 18(1), 18-30.
Foote, K. E., &Solem, M. N. (2009). Toward better mentoring for early career faculty: results of a study of US geographers. International Journal for Academic Development, 14(1), 47-58.
Gilmore, J., Maher, M. A., Feldon, D. F., & Timmerman, B. (2013). Exploration of factors related to the development of science, technology, engineering, and mathematics graduate teaching assistants' teaching orientations. Studies in Higher Education, 39(10), 1910-1928.
Hopwood, N. (2010). Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35(7), 829-843.
Hubball, H., Clarke, A., & Poole, G. (2010). Ten‐year reflections on mentoring SoTL research in a research‐intensive university. International Journal for Academic Development, 15(2), 117-129.
Kamler, B. (2008). Rethinking doctoral publication practices: writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294.
Kamvounias, P., McGrath‐Champ, S., & Yip, J. (2008). ‘Gifts’ in mentoring: mentees' reflections on an academic development program. International Journal for Academic Development, 13(1), 17-25.
Lechuga, V. (2011). Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities. Higher Education, 62(6), 757-771.
Lechuga, V. (2014).A motivation perspective on faculty mentoring: the notion of “non-intrusive” mentoring practices in sciences and engineering. Higher Education, 68:909-926
Lindén, J., Ohlin, M., &Brodin, E. M. (2011). Mentorship, supervision and learning experience in PhD education. Studies in Higher Education, 38(5), 639-662.
Main, J. B. (2014). Gender Homophily, Ph.D. Completion, and Time to Degree in the Humanities and Humanistic Social Sciences. The Review of Higher Education, 37(3), 349-375.
Mathias, H. (2005). Mentoring on a Programme for New University Teachers: A partnership in revitalizing and empowering collegiality. International Journal for Academic Development, 10(2), 95-106.
Noy, S., & Ray, R. (2012). Graduate Students' Perceptions of Their Advisors: Is There Systematic Disadvantage in Mentorship? The Journal of Higher Education, 83(6), 876-914.
O’Meara, K., Knudsen, K., & Jones, J. (2013). The Role of Emotional Competencies in Faculty-Doctoral Student Relationships.The Review of Higher Education, 36(3), 315-347.
Patton, L. D. (2009). My sister’s keeper: A qualitative examination of mentoring experiences among African American women in garaduate and professional schools. The journal of Higher Education, 80(5), 510-537
Remmik, M., Karm, M., Haamer, A., &Lepp, L. (2011).Early-career academics’ learning in academic communities.International Journal for Academic Development, 16(3), 187-199.
Saito, E. (2012). When a practitioner becomes a university faculty member: a review of literature on the challenges faced by novice ex-practitioner teacher educators. International Journal for Academic Development, 18(2), 190-200.
Scaffidi, A., K., & Berman, J., E. (2011). A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment. Higher Education, 62(6), 685-698.
van der Weijden, I., Belder, R., van Arensbergen, P., & van den Besselaar, P. (2014). How do young tenured professors benefit from a mentor? Effects on management, motivation and performance.Higher Education, 1-13.
Weaver, D., Robbie, D., Kokonis, S., &Miceli, L. (2012).Collaborative scholarship as a means of improving both university teaching practice and research capability.International Journal for Academic Development, 18(3), 237-250.
Åkerlind, G. (2005). Postdoctoral researchers: roles, functions and career prospects. Higher Education Research & Development, 24(1), 21-40.
Bonetta, L. (August 26, 2011). Postdocs: Striving for Success in a Tough Economy. Science Careers from the journal Science.
Debowski, S. (2012). Strategic Research Capacity Building: Investigating higher education researcher development strategies in the United Kingdom, United States and New Zealand: The Winston Churchill Memorial Trust of Australia.
Eby., L., Allen, T., Evans, S., Ng, T., & DuBois, D. (2008). Does mentoring matter? a multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behaviour, 72(2), 254-267.
Ehrich, L., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540.
Gardner, S. (2008). What's too much and what's too little?" The process of becoming an independent researcher in doctoral education. Journal of Higher Education, 79(3), 326-350.
Hansford, E.C., Ehrich, L.C. & Tennent, L. (2004). Formal mentoring programs in education and other professions: a review of the literature. Educational Administration Quarterly, 40(4), 518-540.
Jepsen, D.M., Sun, J. J-M., Budhwar, P.S., Klehe, U-C., Krausert, A., Raghuram, S. & Valcour, M. (2014) ‘International academic careers: personal reflections’, The International Journal of Human Resource Management, 25 (10), 1309–1326.
Hemmings, B. (2012). Sources of research confidence for early career academics: A qualitative study. Higher Education Research and Development, 31(2), 171-184.
Kehm, B. (2007). The Changing Role of Graduate and Doctoral Education as a Challenge to the Academic Profession: Europe and North America Compared, in Kogan, M. &Teichler, U. (eds.) Key Challenges to the Academic Profession, UNESCO Forum on Higher Education Research and Knowledge, 111-124.
Laudel, G., & Glaser, J. (2008). From apprentice to colleague: The metamorphosis of early career researchers. Higher Education, 55, 387-406.
Lindén, J., Ohlin, M. &Brodin, E.M. (2013). Mentorship, supervision and learning experience in PhD education, Studies in Higher Education, 38 (5), 639-662.
Mellors-Bourne, R., Metcalfe, J., & Pollard, P. (2013). ‘What do researchers do? Early career progression of doctoral graduates. Retrieved from http://www.vitae.ac.uk/CMS/files/upload/What-do-researchers-do-Early-career-progression-2013.pdf.
Mullen, C., & Forbes, S. (2000). Untenured Faculty: Issues of transition, adjustment and mentorship Mentoring & Tutoring: Partnership in Learning, 8(1), 31-46.
Ragins, B.R. & Kram, K.E. (2007). The roots and meaning of mentoring. In B.R. Ragins & K.E. Kram (Eds). The handbook of mentoring at work: theory, research, and practice (pp. 3-15). Thousand Oaks: SAGE.
Sauermann, H., & Roach, M. (2012). Science PhD career preferences: Levels, changes and advisor encouragement. PloS ONE, 7(5), e36307.
Schuster, S. (2009). BAMBED commentary: Post-PhD education. Biochemistry and
The European Commission (2011) Towards a European Framework for Research Careers, [on-line], available at www.ec.europa.eu/pdf/research_policies/Towards_a_European_Framework_for_Research_Careers_final.pdf (Accessed 18 December 2014)
VITAE. (2011). Principal Investigators and Research Leaders Survey. London, UK.
PAPERS REVIEWED
Baker, V., L., Pifer, M., J., & Griffin, K., A. (2014). Mentor-protégé fit. International Journal for Researcher Development, 5(2), 83-98
Bell, A., &Treleaven, L. (2011). Looking for Professor Right: mentee selection of mentors in a formal mentoring program. Higher Education, 61(5), 545-561.
Browning, L., Thompson, K., & Dawson, D. (2014). Developing future research leaders. International Journal for Researcher Development, 5(2), 123-134.
Cox, M. D. (2011).The impact of communities of practice in support of early-career academics.International Journal for Academic Development, 18(1), 18-30.
Foote, K. E., &Solem, M. N. (2009). Toward better mentoring for early career faculty: results of a study of US geographers. International Journal for Academic Development, 14(1), 47-58.
Gilmore, J., Maher, M. A., Feldon, D. F., & Timmerman, B. (2013). Exploration of factors related to the development of science, technology, engineering, and mathematics graduate teaching assistants' teaching orientations. Studies in Higher Education, 39(10), 1910-1928.
Hopwood, N. (2010). Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35(7), 829-843.
Hubball, H., Clarke, A., & Poole, G. (2010). Ten‐year reflections on mentoring SoTL research in a research‐intensive university. International Journal for Academic Development, 15(2), 117-129.
Kamler, B. (2008). Rethinking doctoral publication practices: writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294.
Kamvounias, P., McGrath‐Champ, S., & Yip, J. (2008). ‘Gifts’ in mentoring: mentees' reflections on an academic development program. International Journal for Academic Development, 13(1), 17-25.
Lechuga, V. (2011). Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities. Higher Education, 62(6), 757-771.
Lechuga, V. (2014).A motivation perspective on faculty mentoring: the notion of “non-intrusive” mentoring practices in sciences and engineering. Higher Education, 68:909-926
Lindén, J., Ohlin, M., &Brodin, E. M. (2011). Mentorship, supervision and learning experience in PhD education. Studies in Higher Education, 38(5), 639-662.
Main, J. B. (2014). Gender Homophily, Ph.D. Completion, and Time to Degree in the Humanities and Humanistic Social Sciences. The Review of Higher Education, 37(3), 349-375.
Mathias, H. (2005). Mentoring on a Programme for New University Teachers: A partnership in revitalizing and empowering collegiality. International Journal for Academic Development, 10(2), 95-106.
Noy, S., & Ray, R. (2012). Graduate Students' Perceptions of Their Advisors: Is There Systematic Disadvantage in Mentorship? The Journal of Higher Education, 83(6), 876-914.
O’Meara, K., Knudsen, K., & Jones, J. (2013). The Role of Emotional Competencies in Faculty-Doctoral Student Relationships.The Review of Higher Education, 36(3), 315-347.
Patton, L. D. (2009). My sister’s keeper: A qualitative examination of mentoring experiences among African American women in garaduate and professional schools. The journal of Higher Education, 80(5), 510-537
Remmik, M., Karm, M., Haamer, A., &Lepp, L. (2011).Early-career academics’ learning in academic communities.International Journal for Academic Development, 16(3), 187-199.
Saito, E. (2012). When a practitioner becomes a university faculty member: a review of literature on the challenges faced by novice ex-practitioner teacher educators. International Journal for Academic Development, 18(2), 190-200.
Scaffidi, A., K., & Berman, J., E. (2011). A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment. Higher Education, 62(6), 685-698.
van der Weijden, I., Belder, R., van Arensbergen, P., & van den Besselaar, P. (2014). How do young tenured professors benefit from a mentor? Effects on management, motivation and performance.Higher Education, 1-13.
Weaver, D., Robbie, D., Kokonis, S., &Miceli, L. (2012).Collaborative scholarship as a means of improving both university teaching practice and research capability.International Journal for Academic Development, 18(3), 237-250.