This study examines how mentoring-like structures embedded within dual enrollment partnerships relate to high school students' perceptions of teaching as a career. Drawing on Social Cognitive Career Theory and the FIT-Choice framework, the study explores how dual enrollment participation, demographic characteristics, and social contexts are associated with students' motivational perceptions of teaching. Using a causal-comparative design, survey data from 131 high school students were analyzed using t-tests, ANOVA, and hierarchical multiple regression. Results indicate that students who participated in education-related dual enrollment reported higher perceived teaching ability, stronger beliefs in the social utility of teaching, and more positive views of professional rewards. Dual enrollment participation explained additional variance beyond demographic and safety-related factors. Findings suggest that dual enrollment may function as a mentoring-informed context for early career exploration and contribute to teacher recruitment pathways, particularly for first-generation and underserved students.
This article examines mentor-mentee relationships among 203 newly qualified teachers (NQTs) and 84 mentors in South African schools. Positioned at the intersection of research and programme evaluation, the study employs an explanatory sequential mixed-methods design, drawing on survey data followed by interviews. Quantitative analyses, including exploratory factor analysis and reliability testing, identified key dimensions of mentoring support that informed the qualitative phase. Framed through the African philosophy of Ubuntu, mentoring is conceptualised as a relational and collective practice. The findings reveal that mentoring supports psychological safety, professional confidence, and resilience, particularly in under-resourced schools. Across data sources, mentoring was associated with stronger professional efficacy and intentions to remain in the profession. By situating mentoring within a high-inequality context in the Global South, the study advances understanding of mentoring as a relational and psychosocial practice rather than a purely technical intervention.
The study sought to understand how mentors interpreted faculty mentoring, its benefits, factors affecting mentor selection, key mentoring processes, and indicators of successful faculty mentoring in higher education institutions (HEIs). Faculty mentors from various HEIs were interviewed, and findings revealed that mentoring was viewed as a tool to boost mentees' personal and professional development. Participants also described mentoring as a form of institutional support and resources for faculty mentees in performing their core functions. Moreover, mentoring was also identified by participants as source of emotional support that strengthens mentees' commitment to the institution. Findings further revealed that both mentees and institutions can directly and indirectly benefit from faculty mentoring. The results also highlighted the key processes involved in mentoring within HEIs which includes structured pairing and goal setting, regular check-ins and feedback, and sustainable relationship building. The study recommended HEIs to formulate and structure mentoring programs that will be beneficial for all employees and strengthen institutional reputation.
This study investigates the role of Peer-Assisted Learning (PAL) in fostering intercultural competence (IC) among Burmese students enrolled in Communication Arts and Hospitality programs at a Thai private university. Drawing on Byram's IC framework, the research explores how structured peer interactions enhance students' attitudes, knowledge, skills, and critical cultural awareness. Employing a mixed-methods approach, the study integrates quantitative survey analysis with qualitative thematic interpretation to examine the impact of PAL on academic performance, social adaptation, and professional readiness. Findings indicate that PAL facilitates cultural exchange, strengthens language proficiency, and fosters a supportive learning environment, contributing to students' academic and social integration. Additionally, the study highlights PAL's effectiveness in mitigating linguistic and cultural barriers while preparing students for globalized industries. These insights underscore the necessity of embedding intercultural learning into university curricula, ensuring that students develop essential cross-cultural communication skills for professional success.
In the context of an increased attention on mentoring in Initial Teacher Education, this systematic literature review aims to identify empirical studies published in peer-reviewed journals that explore dialogue between pre-service teachers and their mentors, and the tools and strategies used to enrich these conversations. Following PRISMA guidelines, 37 research studies were selected. Results from the review are categorised into six themes and highlight that the pedagogic skills and knowledge of mentors are additional to those of teachers, and need to be learned, and that mentoring tools and strategies to support pre-service teachers' professional development are built on high-quality dialogue supported by specialist mentors. The article concludes with a call for further practitioner research that explores how mentors develop their pedagogic skills and knowledge, to progress teacher education scholarship and practice.
Tutoring provides an opportunity to address student learning needs and extends classroom learning. While existing research largely focuses on students' perspectives, a deeper examination of the tutor's role is needed to fully understand the tutoring process. To examine tutor goals and motivations, the current study employed an explanatory quantitatively driven sequential mixed-methods design. In Phase 1, an adapted goal orientation framework was applied to survey data from practicing K-12 tutors (N = 211) to distinguish between levels of goals tutors set for their students, where findings suggested variation in goals by tutor characteristics and motivation. In Phase 2, semi-structured qualitative interviews were conducted with a subset of tutors from Phase 1 (N = 12) to further explore relationships between tutor goals and motivations. Overall, findings discuss the complex and diverse nature of goals, where broader and larger life goals hold implications for how success is defined, conceptualized, and measured within tutoring practice.
Graduate research programs aim to cultivate students' abilities to conduct scientific research, including theory development and application, research design, data analysis, and transferable skills like collaboration and communication. Historically, social science training has emphasized individual rather than team-based work. This may limit knowledge creation and negatively impact student confidence and overall mental health. With a growing emphasis on team science and calls for expanded and focused non-academic career preparation, the role for social science laboratories for graduate training remains underexplored. This paper uses an expert panel approach to identify specific tasks and mentorship strategies for engaging graduate students in social science labs and identifies spaces of untapped potential for fostering research skills, personal growth, and career readiness through team-based research.
The study explores motivation and demotivation continuums through doctoral students' perceptions to find a remedy for demotivating factors. It investigated the University doctoral students' perspective on motivating and demotivating factors. The study was keen to know how a research supervisor responds when confronted with a problem and how the supervisor's motivated or demotivated behaviour affects doctoral students' feelings, emotions, attitudes, and personalities. A survey method was employed to conduct the research, using a questionnaire as a data-gathering tool. One hundred and twenty questionnaires were distributed among the research students pursuing different courses from the School of Science and Social Science at one of the South Asian universities, but only 108 questionnaires were received back. The data collection procedure was supplemented through personal interviews and face-to-face interaction with the doctoral students. Data analysis uses the SPSS statistical package to draw results and empirical inferences. The study shows that most doctoral students (84) are moderately motivated by their research supervisors. A tiny percentage of doctoral students (3) find their research supervisors demotivating while seeking information. It was observed that doctoral students were hesitant to share information about their research supervisor freely. The study emphasizes the need for doctoral students to monitor their information needs and have more communication and collaboration with their research supervisor. The research supervisor should develop a mutual relationship of trust and respect with the doctoral students. Research supervisors should seek opportunities to talk to doctoral students personally and let them know they care for their progress and recognize their efforts. The paper finds excellent implications for understanding doctoral students' perceptions of their research supervisor. Further, it will help the research supervisor improve their behaviour if a research student is demotivated. The findings provide beneficial information and have implications for research students. Various demotivating factors were identified and, if organized, will eventually result in quality enhancement.
This article discusses the need to mentor women faculty of color on how to achieve and maintain work - life balance. We present a critical analysis of the emerging literature on mentoring women faculty of color using the frameworks of critical race feminist theory, womanist theory, and social identity theory. We examine the challenges associated with mentoring these women to help them achieve work - life balance, and we describe several existing mentoring models. Most importantly, we offer several concrete programmatic solutions to address the lack of mentorship for women faculty of color that emphasizes how to achieve and sustain work - life balance. We close with a conclusion that discusses the implications of this research for education, public policy, and practice.
Mentoring is considered an important means to support early career clinician scientists navigating demanding scientific and clinical career paths. Yet, conditions for successful mentoring in this dual context are not fully understood. Theoretical frameworks outline roles mentors should fulfill and stress the importance of agreements between mentors and prot & eacute;g & eacute;s. Using a mixed-methods design, we examine which roles scientific mentors perceive as relevant in this setting and compare these perceptions with established theories. Structured interviews with 11 mentors reveal strong alignment with theoretical models, although some mentors question the relevance of roles such as acting as sponsors or friends. A survey of 49 early career clinician scientists shows that prot & eacute;g & eacute;s' viewpoints broadly align with those of mentors. However, contrary to mentors' own assessments, prot & eacute;g & eacute;s identify the roles of friend and sponsor as being performed. This points to a lack of mentors' awareness of their (psychosocial) impact beyond strictly professional mentoring roles.
