Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff
development. First, an examination of the expansion of mentoring networks of new staff suggests that some need more support than others. Second, new academics have common needs in professional development support, despite disciplinary differences and the beliefs of many administrators. Third,
evaluation of new academics’ self-reports show that there are differences in mentoring preferences that influence programme participation. Fourth, participant reports reveal both perceived benefits and some detriments of programme participation. Fifth, a somewhat widespread academic
mentoring mindset was identified that may lead to problematic mentoring outcomes depending on demographic characteristics of protégés. Implications for administrators in charge of staff development and avenues for future research are presented.
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Document Type: Research Article
Department of Psychology, The University of Arizona, Tucson, AZ, USA
Department of Psychology, University of Arizona South, Tucson, AZ, USA
Division of Human Resources, The University of Arizona, Tucson, AZ, USA
Publication date: 04 May 2015
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