The Effect of Faculty Mentoring on Career Success and Career Satisfaction

Abstract

Mentoring has received considerable attention from scholars, and in the relevant literature, a number of studies give reference to the mentoring programs developed at universities and to the mentoring relations in higher education. Yet, most of these studies either only have a theoretical basis or deal with the mentoring relationships between academic advisors and undergraduate or masters' students. Very few studies have been conducted so far on the mentoring or protégé experiences of academicians in the university setting, and the relationships between career satisfaction and career success. The aim of the current study is to examine the effect of mentoring on career success and career satisfaction of faculty members in Turkish higher education system. Participants included 445 faculty members from various universities in Turkey. The results of the study reveal that academic and psychosocial mentoring have an impact on faculty members' career satisfaction and career success. Also, psychosocial mentoring affects career success more compared to academic mentoring.

The Personal Resources Influence on Malaysian Graduates’ Career Adaptability via Mentoring as a Mediator

“…In addition, recent studies on mentoring show that mentoring significantly improves professional success, happiness and provides professional outcomes such as promotions, job mobility, salary increments, and professional commitment (Anafarta & Apaydin, 2016;Bravo et al, 2017;Lapointe & Vandenberghe, 2017). This professional mentoring acts as an effective career management tool to assist and guide protégés (Kanten et al, 2017;Lapointe & Vandenberghe, 2017) in achieving a career outcome.…”

“…This professional mentoring acts as an effective career management tool to assist and guide protégés (Kanten et al, 2017;Lapointe & Vandenberghe, 2017) in achieving a career outcome. Thus, a mentoring relationship between mentor and protégé could enhance performance (Carter & Youssef-Morgan, 2019), career optimism (Kanten et al, 2017), emotional connection (Eby & Robertson, 2019), career satisfaction, and career success (Anafarta & Apaydin, 2016) through the establishment of career adaptability.…”

La mentoría en el impacto académico del profesorado novel de la UPV/EHU

“…• La relación establecida a través de la mentorización ha impactado en los y las participantes porque ha sido sistemática, basada en la continuidad con la persona mentora y con la intención de ofrecerle respaldo e información (González, Araneda, Hernández y Lorca, 2005). • Se hace hincapié en la confianza creada para preguntar, comentar, discutir cuestiones relativas al desarrollo académico, a la institución; la asunción del rol de mentor/a propicia esta complicidad pautada (Fletcher y Mullen, 2012;Anafarta y Apaydin, 2016). No obstante, los y las noveles reconocen que ha sido difícil, en ocasiones, pedir ayuda a personas con tantas responsabilidades y tareas (Lucas, 2001), porque ello les ha generado la sensación y el sentimiento de molestar.…”

“…Por su parte, Smith e Ingersoll (2004) subrayan que el profesorado novel a menudo se encuentra solo y perdido en su puesto de trabajo, y para evitarlo el apoyo de una persona experimentada es crucial. Los estudios apuntan a que es una estrategia beneficiosa para ambos y, para la propia institución (Eirín, García y Montero, 2009;Vonk, 1996), para integrar al novel en la cultura de la institución universitaria (Anafarta y Apaydin, 2016; Allen y Eby, 2010), aumentar su compromiso con la organización (Falzarano y Zipp, 2012;Allen et al, 2009), favorecer su permanencia (Bergevin y Martineau, 2007;Falzarano y Zipp, 2012), incrementar su confianza y sentimiento de eficacia en sus tareas (Anafarta y Apaydin, 2016;Fletcher y Mullen, 2012;Harvey et al, 2017), aprender de manera autónoma y colaborativa (Hobson et al, 2009), tener una mayor satisfacción profesional (St-Jean y Audet, 2013) y, desarrollar las competencias académicas del profesorado universitario (Harvey et al, 2017;Herrera, Fernández, Caballero y Trujillo, 2011).…”

Mentoring as a developmental identity process

“…Mentoring relationships are an important aspect of career development in many professional fields including education (Ehrich, Hansford, & Tennent, 2004), law (Haynes & Petrosko, 2009;Wallace, 2001), medicine (Kashiwagi, Varkey, & Cook, 2013) and business (Anafarta & Apaydin, 2016;Hansford, Tennent, & Ehrich, 2002). Such relationships serve as a means to increase retention and job satisfaction (O'Meara, 2015).…”