Mentoring amongst academics in Australia: A case study

Abstract

A descriptive case study explored the general characteristics of mentoring relationships and the effects of these relationships amongst academics. An adult developmental theoretical framework was utilised in researching the problem statement, developing the survey instrument and analysing the data. The sample selection consisted of the 551 academics from Lecturer A to Professor at one Australian university. Positive survey responses supported the literature that describes a variety of significant favourable developments as a result of mentoring relationships. The majority of the respondents found the mentoring experience valuable for the mentee. Increased self-confidence was indicated most frequently as a positive change. Recommendations included several areas that warrant future research. Mentoring in Australia, particularly in academia, needs further study. Enhancing formal and informal mentoring relationships in the academic setting seems important.

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

“…All of these studies are in the US, with the exception of one (Madison et al 1993). They show conflicting results for approaches to the pairing process.…”

“…Similarly, Ragins et al (2000) found no support for their hypothesis that participation by mentees and mentors in the matching process would yield more positive attitudes and would be viewed as more effective than programs which assigned participants to mentoring pairs. The majority of Australian academics surveyed by Madison et al (1993) thought that 'chemistry' between mentee and mentor was not a factor in a successful mentoring relationship.…”

The dark side of mentoring

“…Madison et al (1993) have argued this may occur because the personality 'chemistry' between the mentor and mentee is not good, especially when precipitated by practices where participants have not been free to chose each other in the matching process. Where mentor programsare forced, the mentoring relations often formed may lead to kind of contrived collegiality.…”

“…However, this could be counter productive as it could result in the mentee being moulded into what the mentor sees as being the acceptable way of doing things. Blackwell (1989), Lawson (1992) and Madison/et al (1993) further argue, mentoring can often reproduce the work style of the mentor and the work orientation of the organisation which sanctions an elitist patron system which may clone managers and administrators and exclude the socially different. This may leave little opportunity for the development of innovation or the encouragement of change and revitalisation within an organisation.…”

Does Mentoring Make a Difference for Women Academics? Evidence From the Literature and a Guide for Future Research

“…Wunsch (1993) reports the benefits of one of the first programs dedicated to women; report on the benefits of a program designed to enhance the research potential; Madison, Knight, and Watson (1993) report the positive experiences in Australian universities. More recently Banerjee-Batist and Reio (2016) stress the positive relationship between mentoring and organizational commitment.…”