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Faculty at research institutions play a central role in advancing knowledge and careers, as well as promoting the well-being of students and colleagues in research environments. Mentorship from experienced peers has been touted as critical for enabling these myriad roles to allow faculty development, career progression, and satisfaction. However, there is little information available on who supports faculty and best ways to structure a faculty mentorship programme for early- and mid-career academics. In the interest of advocating for increased and enhanced faculty mentoring and mentoring programmes, we surveyed faculty around the world to gather data on whether and how they receive mentoring. We received responses from 457 early- and mid-career faculty and found that a substantial portion of respondents either reported having no mentor or a lack of a formal mentoring scheme. Qualitative responses on the quality of mentorship revealed that the most common complaints regarding mentorship included lack of mentor availability, unsatisfactory commitment to mentorship, and non-specific or non-actionable advice. On these suggestions, we identify a need for training for faculty mentors as well as strategies for individual mentors, departments, and institutions for funding and design of more intentional and supportive mentorship programmes for early- and mid-career faculty.
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Faculty mentorship and research productivity, salary, and job satisfaction
Studies have shown that mentorship is critical to the career and professional development of workers, including postsecondary faculty. Evidence from the literature on faculty-to faculty mentorship have generally focused on the medical field or on the higher education institution where the study was conducted. This study extends the literature by examining data from faculty across multiple institutions and across fields using the Early Career Doctorates Survey (ECDS). Guided by a theoretical framework adapted from Higgins and Kram (2001), multiple linear regression models are applied to investigate which factors are associated with mentorship attainment, and how mentorship of faculty is associated with faculty productivity and job satisfaction. In contrast to previous literature, results indicate that women and racially minoritized faculty have similar likelihood of reporting having a formal/informal mentor compared to men and White colleagues, respectively. Furthermore, receiving mentorship does not appear to be associated with increased productivity or job satisfaction, but is associated with a 10% higher salary for faculty who reported having a mentor. These results, however, are limited to observable outcomes, and the benefits to mentoring may extend beyond that to include well-being, sense of belonging, and other variables not measured in the dataset. Overall, research findings contribute to existing efforts and ongoing conversations on faculty mentorship by offering additional evidence from a nationally representative sample, providing a benchmark for individual institutions to evaluate their professional development programs for faculty.
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- Award ID(s):
- 1653378
- PAR ID:
- 10319344
- Date Published:
- Journal Name:
- American Society for Engineering Education Annual Conference Proceedings
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/https://peer.asee.org/37183
