Open research questions in Mentoring and Academic Development

What the literature leaves open

• Although theoretical and empirical analyses support the proposed statistical associations, this study still has several limitations that should be addressed in future research: First, the cross-sectional design limits causal inference. The core data of this study was entirely measured at a single time point. Even though the results align with the theoretically presupposed logical associations, they cannot provide strong temporal causal proof. It is also theoretically possible that employees who are natu- rally more receptive to change are more likely to proactively seek and engage in intergenerational mentoring. Future research is urged to adopt a longitudinal tracking design, collecting data in stages of organizational change to dynamically examine how cross- generational interactions and employees’ change attitudes co-evolve over time. Second, the risk of common method bias from single-source self-reported data cannot be completely eliminated. Constrained by practical operations, this paper mainly relied on employees’ self- reports. Although this study employed procedural remedies, Harman’s single-factor test, and full collinearity VIF diagnostics to rule out severe common method bias, residual common method variance cannot be fully excluded because no theoretically unrelated marker variable was included in the questionnaire. Future empirical designs could introduce multi-source matching mechanisms, such as supervisor-rated change cooperation behaviors or peer-rated intergenerational support quality, to enhance measurement objectivity. Third, the operationalization of contextualized human capital per- ception requires further refinement. The scale used in this paper was adapted to the organizational change context, and some items may have semantic proximity to either intergenerational communication or change-related skill development. Furthermore, because this study used self-perceived employability indicators to capture employees’ subjective resource appraisals, the scale may reflect perceived employ- ability more directly than objective human capital itself. Future research could conduct strict measurement equivalence tests, use bi- factor models, or develop more refined scales to optimize construct distinctiveness. non-probability convenience sampling and online snowball recruit- ment, potential self-selection bias cannot be fully ruled out. Unequal subgroup sizes, especially in demographic comparison analyses, also limit the generalizability of non-significant group-difference findings. Finally, there remains insufficient control over sample-context heterogeneity. In measuring the dependent variable, some respon- dents based their answers on their “most memorable” past change memories, which might mix in systematic noise regarding event intensity and recall timeliness. Subsequent research could try track- ing specific groups currently undergoing the exact same specific change event (e.g., uniform digital cloud migration of a large enter- prise), and further incorporate trait variables such as individual psy- chological resilience into boundary condition considerations (Oreg, 2006), thereby establishing a fuller and more rigorous theoretical explanatory framework.

  An analysis of the association between workplace intergenerational mentoring characteristics and employees’ receptivity to change: the mediating role of contextualized human capital perception · 2026 · DOI

• Based recommendations are proposed: findings, on the following For the Ministry of Education (MINEDUC) • Develop national mentorship policy: Create guidelines and standards for school-based mentorship programs aligned with Rwanda's education goals and Competency-Based Curriculum. • Allocate dedicated resources: Provide funding for mentorship programs, including mentor stipends, training, materials, and monitoring systems. Integrate into teacher training: Include mentorship skills in pre-service and in-service teacher education programs. • • Recognise mentorship formally: Incorporate mentorship responsibilities into teacher job descriptions with appropriate workload adjustments and professional recognition. • Develop monitoring frameworks: Create tools and systems for tracking mentorship implementation quality and student outcomes. rigorous research: Fund evaluations of mentorship programs to build evidence base and identify best practices. • Support For the Rwanda Education Board (REB) • Create mentorship curriculum: Develop structured guidance on mentorship content, activities, and approaches suitable for the Rwandan context. • Establish training programs: Provide training covering comprehensive mentor relationship-building, support strategies, psychosocial awareness, and cultural competence. academic • Develop resources: Create mentorship handbooks, activity guides, monitoring tools, and other resources for schools. 427 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 2, 2026 Article DOI: https://doi.org/10.37284/eajes.9.2.4951 • Facilitate peer learning: Establish networks for mentors and school coordinators to share experiences and best practices. • Address holistic needs: Support mentors in addressing both academic and psychosocial dimensions of student wellbeing.

  Impact of School-Based Mentorship on Students' Academic Performance in Ngororero Public Secondary Schools, Rwanda · 2026 · DOI

• Building on this study, several research directions merit pursuit: through secondary • Longitudinal studies: Track mentored students school completion, national examinations, and transitions or tertiary employment to assess long-term impacts. trials: Conduct controlled experimental studies with random assignment to strengthen causal inferences. • Randomised education to • Cost-effectiveness analysis: Examine program costs relative to academic gains and compare with alternative interventions. • Mentor characteristics: Investigate which mentor attributes (age, gender, professional background, training) predict effectiveness. • Peer mentoring: Explore the potential of trained older students as mentors for younger peers. • Technology integration: Study the use of mobile technology and digital platforms to support and extend mentorship. • Vulnerable populations: Examine mentorship impacts for specific groups (orphans, students with disabilities, girls in STEM) facing particular barriers. • Cultural adaptation: Research culturally appropriate mentorship models honouring Rwandan values and communication styles. • Scaling challenges: Study implementation and fidelity, maintenance, sustainability when programs expand. quality • Comparative research: Compare mentorship effectiveness across different districts, school types, and national contexts. REFERENCES Asiko. (2023). Peer mentorship programs and academic performance in Tanzania. Bandura, A. (1977). Social learning theory. Prentice Hall. 429 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 2, 2026 Article DOI: https://doi.org/10.37284/eajes.9.2.4951 Bandura, A. (2006). Guide for constructing self- efficacy scales. Jekielek, S. M., Moore, K. A., Hair, E. C., & (2002). Mentoring: A Scarupa, H. J. promising strategy for youth development. Bennell, P., & Ntagaramba, J. (2008). Teacher motivation and incentives in Rwanda. Jr. (2013). Academic self-efficacy and academic Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books. Lopez-Garrido, G. (2025). Self-efficacy theory. performance in Sub-Saharan Africa. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Mager, Z. (2025). School-based mentorship resource-constrained in interventions settings. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Magnifique. (2024). Girls’ education policy and mentorship initiatives in Rwanda. Creswell, J. W., & Plano Clark, V. L. (2017).

  Impact of School-Based Mentorship on Students' Academic Performance in Ngororero Public Secondary Schools, Rwanda · 2026 · DOI

• Consistent professional story Creating a meaning, reflection, integration of experiences Participant says: ‘the picture got put together’; ‘a direction appeared’; ‘realised what I aspired to’ The story is constructed as a path to regaining one’s self-esteem: ‘I dared’; ‘was confident that I could make it’ The narrative is formed as a story of integration into the community: ‘I became part of the team’; ‘found my place’ Participant speaks about ‘turning point’; ‘new direction’; ‘decision which had been avoided for a long time’ The narrative acquires a structure: ‘everything was related’; ‘I saw the complete picture’ The table demonstrates that the participants’ professional stories acquire a directed logic of transformation, in which mentorship acts as a link between initial uncertainty and the newly established professional identity. Thus, mentorship becomes not only a means for professional development, but also an essential catalyst for professional transformation, helping the participants to establish a new professional ‘self’. 3. 2. I d e n t i t y d e v e l o p m e n t t h r o u g h c o m m u n i t y The participants’ narratives revealed that mentoring helped them to integrate into the professional community, and understand its norms, value orientation 162 Birutė Anužienė, Salomėja Šatienė and cultural codes. These experiences are in line with the situated learning theory, which holds that professional identity is formed through participation in the community, and the transition from peripheral to full membership. Mentors frequently performed a mediator role, helping participants understand the unwritten rules of the professional environment, integrate into professional networks, or get access to new activities. In order to reveal more closely the way mentoring helps to transition from peripheral to full membership, a thematic structure is presented below, which summarises the mechanisms for integration into the community (Table 3). Table 3.

  MENTORSHIP FROM AN INTERPRETIVIST PERSPECTIVE: IDENTITY CONSTRUCTION PROCESSES · 2026 · DOI

• The relatively limited research into teacher wellbeing contrasts with the wealth of research into the wellbeing of the healthcare workforce, particularly the Boorman review (2009).

  A Reflection on a Mentoring Session with a Novice Japanese High School Teacher · 2026 · DOI

• This study’s results lead to a series of recommendations aimed at improving the mentoring experiences of domestic and international doctoral STEM students. RECOMMENDATIONS FOR MENTEES 1. Ask mentors for the support you need. They are willing and able to try to provide needed support. 2. Early in the program, tap into the networks and resources of your mentor to consider career pathways post-graduation, both academic and in industry. 3. Pursue opportunities to publish papers, since authorship enhances your academic portfolio. 4. To receive timely feedback, schedule regular meetings with your mentor to review drafts of papers, conference proposals, or research progress. 5. When the mentor provides feedback, do your best to incorporate it, particularly early in your graduate work. 6. Try to establish a dissertation focus early in the program to reduce the time to degree and to start establishing yourself as an independent researcher. RECOMMENDATIONS FOR MENTORS 1. Facilitate mentees’ exposure to a wider network of professionals, including researchers in their field, potential employers, and academic or career counselors. These connections will enhance both their academic and psychosocial development while guiding their career decisions. 2. Start conversations about career opportunities early in the program and provide job-search guidance for both academic and non-academic positions. 3. Offer structured guidance during the initial stages of the doctoral program, as the mentees often require more research assistance at the beginning. 4. Ensure timely feedback by establishing regular meeting times to review proposals, research updates, and paper drafts. 5. Manage mentees’ workloads carefully to prevent them from becoming overwhelmed by the volume of tasks they are given or choose to have. 28 Topliceanu & Blanchard 6. Invite mentees to your home or provide other social opportunities outside the regular workday to enhance interpersonal relationships with them, as they appreciate these opportunities. RECOMMENDATIONS FOR DEPARTMENTS, GRADUATE SCHOOLS, AND INSTITUTIONS 1. Keep the number of mentees per faculty manageable, as a high mentor-to-student ratio can reduce the time available for each mentee and negatively impact their development. 2. Incorporate job search resources into the doctoral program so that both mentors and mentees have access to information on academic and non-academic career opportunities. 3. Provide formal training and mentoring on effective mentoring practices, as they benefit students, faculty, departments, and institutions as a whole. RECOMMENDATIONS FOR FUTURE RESEARCH This study revealed many important aspects of graduate mentoring. However, this study focused on the relationship between mentors and their mentees and did not account for the influence of peers and other community members on graduate students’ development.

  Graduate STEM Mentoring in the United States: A Qualitative Study of Domestic and International Mentor-Mentee Perspectives · 2026 · DOI

• for Mentees, Men- tors, and Institu- tions This study provides unique insights into graduate STEM mentoring from the perspectives of domestic and international mentees and their domestic and in- ternational mentors. This research adds the perspectives of international gradu- ate students and both the mentors and the mentees to Yob and Crawford’s con- ceptual framework of mentoring. Most importantly, the study ties the findings to theory by situating graduate mentoring behaviors within the broader ecologi- cal system of graduate education. Overall, mentees’ and mentors’ descriptions of mentoring behaviors revealed similar patterns: a greater focus on academic behaviors than on psychosocial be- haviors. However, the findings indicate that mentees’ perspectives often dif- fered from those of their mentors, particularly regarding power dynamics. The knowledge, skills, and career objectives located in the macrosystem of the grad- uate STEM ecological system were the most prevalent aspects described by par- ticipants. Situating the findings within the ecological systems framework high- lighted the central role of the macrosystem (outer) level compared to the onto- logical system (inner) and microsystem (relational). Mentees are encouraged to ask mentors for the support they need, tap into net- works and career pathways, prioritize publishing, ask for regular meeting times, and establish a dissertation topic early in the program. Mentors ought to pro- vide more structured guidance early in the program, prioritize timely written feedback, balance mentee workloads, initiate discussions about job prospects, and include mentees in social invitations. Graduate programs should ideally limit the number of mentees per professor, offer formal mentor training, and integrate job-search resources into their doctoral programs.

  Graduate STEM Mentoring in the United States: A Qualitative Study of Domestic and International Mentor-Mentee Perspectives · 2026 · DOI

• The findings of this study imply that the quality of mentoring depends not only on the mentor and mentee’s characteristics and their relationship but also on overarching cultural, institutional, and social contexts. Although the context of these graduate mentors and mentees spanned a range of STEM fields, it seems likely that many of the findings may translate to graduate education more broadly. By applying the recommendations, universities could strengthen gradu- ate mentoring and enhance graduation rates. It could be enlightening to conduct a more focused study of a smaller number of students and to understand the other relationships (e.g., peers, community members) in the mentoring ecological system that support students’ develop- ment. Taking a different approach, a survey could be developed to understand all the influences on graduate students’ mentoring experiences.

  Graduate STEM Mentoring in the United States: A Qualitative Study of Domestic and International Mentor-Mentee Perspectives · 2026 · DOI

• Future research should consider alternative measure- ment approaches to more clearly disentangle these constructs. Future studies should examine these relationships in more diverse populations, including different demographic groups, students from other disciplines, and those with a broader range of academic performance. Moreover, the Process Model of Mentoring Interactions does not account for other important factors, such as motivation, that are emphasized in contem- porary models of self-regulated learning.

  Mentorship and time management behaviors: a synergistic approach to supporting academic performance · 2026 · DOI

• Future research is needed to examine how structured models, like the GRR framework, can be adapted within this continuum-based framework.

  Rethinking the gradual release of responsibility in ITE mentoring: an andragogical perspective · 2026 · DOI

• While the findings may not be generalisable beyond this specific case, they offer valuable insights that may inform further research on adapting the GRR framework for ITE mentoring.

  Rethinking the gradual release of responsibility in ITE mentoring: an andragogical perspective · 2026 · DOI

• Policies should be put in place to promote peer mentorship in schools, with an emphasis on counteracting any negative effects and putting in place any additional measures needed to make it truly beneficial. The results of this research can also be useful to practitioners in that they can inform the development of peer mentoring programs that consider that were previously discovered.

  Exploring the Benefits and Drawbacks of Peer Mentoring among Teachers in Ghana: Perspectives and Recommendations for Effective Implementation · 2026 · DOI

• We investigated (a) whether the positive effects of the exclusively out-of-school online mentoring program identified in previous studies could be replicated, (b) whether participation in the combined program yielded more positive effects than participation in the mentoring-only program, and (c) which variables are related to the effectiveness of the combined program.

  Linking out-of-school online mentoring and in-school STEM clubs to support girls in STEM: a pretest–posttest control group study · 2026 · DOI

• These findings provide empirical evidence for applying the CSM model to this understudied student population and offer implications for research and practice to promote FGCS’ career development through strategies targeting mentoring and self‐efficacy.

  Mentoring Support, Career Self‐Efficacy, and Career Engagement Among First‐Generation College Students: Testing the Career Self‐Management Model · 2026 · DOI

• Several limitations constrain the interpretation of the study. First, the data are cross-sectional and self-reported, so causal inference is not warranted. Second, the study is based on one institution and one program design, which limits generalizability. Third, intention is not the same as subsequent mentor uptake or retention. Fourth, the de-identified archived evaluation extract did not retain age, gender, or exact survey dates, which restricted the sample description and prevented demographic controls. Fifth, the open-ended comments were brief and redesign-oriented; they offer useful program signals but not the depth of interview-based qualitative work. Future research could strengthen the evidence base by linking intention to later mentor participation, measuring fuller TPB constructs including subjective norms and self-efficacy, and testing targeted redesigns such as response-time protocols, smaller communication groups, or alternative workload pacing. A more detailed qualitative study could also distinguish between different kinds of pre-entry concerns—procedural, academic, and relational—and examine how these map onto willingness to mentor.

  Pre-entry Peer Mentoring and Mentor Intention: Mentoring Usefulness and Workload Feasibility · 2026 · DOI

• Mentoring remains one of the most widely endorsed yet unevenly realized practices in higher education. Universities invest substantial resources in graduate supervision, faculty mentoring, peer mentoring, and equity-focused initiatives, yet similar programs frequently produce divergent outcomes across institutions, and student populations (Debray departments, et al., 2024; Nabi et al., 2025; Nuis et al., 2023). This paper has argued that such variation cannot be fully explained by mentor skill, role clarity, or program format alone. Rather, mentoring in is best understood as an asymmetric higher education cooperative interdependence, uncertainty, and vulnerability. that must manage system By reframing mentoring through a cooperation lens, this framework shifts attention from individual behaviors to the relational and institutional conditions that stabilize mentoring relationships. The four principles discussed here, Purposeful Alignment, Inclusive Belonging, Reciprocal Engagement, and Whole-Person Development, are not presented as wholly unprecedented features of mentoring. Rather, the contribution of this paper lies in synthesizing these recurring conditions from mentoring scholarship and theorizing them as mechanisms that address coordination challenges, information asymmetries, and risk in relationships characterized by power differentials and evolving developmental needs. When these conditions are present, mentoring relationships are more likely to endure and adapt; when they are absent, mentoring systems become fragile, inequitable, or performative.

  Reframing mentoring in higher education as a cooperative system: four principles for inclusive and sustainable development · 2026 · DOI

• Based on the findings and conclusions of the study, it is recommended that the university continuously strengthen mentoring practices through structured faculty development programs, leadership trainings, seminars, and professional learning opportunities related to educational management. A formal and sustainable mentoring system may also be institutionalized to ensure consistent implementation of mentoring practices in planning, organizing, leading, and evaluating across all academic units. Faculty development initiatives may place greater emphasis on enhancing competencies in strategic and evidence- based planning, leadership decision-making, conflict resolution, collaborative leadership, and reflective evaluation practices. Likewise, differentiated mentoring activities and leadership development programs may be provided according to academic rank and professional needs to support faculty members at various stages of professional growth and leadership experience. The university may further strengthen monitoring and evaluation mechanisms to assess the effectiveness, accessibility, and sustainability of mentoring practices and faculty development initiatives. The utilization of digital platforms and information management systems may also improve mentoring communication, documentation, monitoring, and accessibility within the institution. Furthermore, the Proposed 5-Year Leadership Development and Capacity-Building Program on Mentoring Practices in Educational Management may be adopted and implemented to sustain and further enhance mentoring practices, leadership preparation, and professional growth among faculty members. Future researchers may also conduct related studies using additional variables, larger populations, and broader institutional settings to further validate and expand the findings of the study.

  Mentoring Practices in Educational Management: Pathway to Leadership Development and Capacity Building · 2026 · DOI

• While the current study addresses a gap in broad men- tor network studies for STEM undergraduates, there are several limitations of the work that suggest directions for future work. First, the original intent of the longi- tudinal My College Pathways project was to analyze the personal-domain identity development of both majority and historically underrepresented groups in STEM. As such, the analytic sample consisted solely of White and Hispanic/Latino(a) undergraduates. The experiences of this sample should not be broadly applied to students from all racial/ethnic demographics; thus, future work should examine if similar patterns exist amongst stu- dents of different demographics. Additionally, at the time of data collection, the current study utilized traditional sex categories for participants and would benefit from a more inclusive representation of gender identity to assess potential differences based on gender identity. Further, literature suggests the important role of demographic and psychological similarity on mentoring relationships (Dasgupta & Stout, 2014; Hernandez et al., 2017; Peder- sen et al., 2024). Additional work should investigate the role of mentor network demographic and psychological match on downstream outcomes. Lastly, mentor network measures were only captured at one time point. Mentor networks are hypothesized to be dynamic, changing with the context and develop- ment of a mentee over time (Dobrow & Higgins, 2019). As such, future work could determine how the com- position of a student’s network shifts throughout vari- ous stages of their STEM undergraduate tenure and the downstream impact of these mentoring relationships on similar motivational outcomes (e.g., domain identity, per- sistence in STEM). Results of these studies might provide insight into the null findings of network composition and structure for this sample of students, and further inform the need to include structural components, rather than quality alone, in analyses. Finally, given the study design used ego-centric network analysis, the number of ques- tions asked to participants for each mentor nominated was limited to reduce response burden (see Table 2). This tradeoff was necessary when comparing the burden that would have been on respondents with the overwhelming number of items for each nomination.

  Quality over quantity: developmental mentor networks promote STEM undergraduate domain identity and well-being · 2026 · DOI

• Yet this nuanced process of faculty peer mentorship remains an underexplored social phenomenon, especially regarding faculty transitions into engineering education research (EER) fields.

  “Help Being Passed From One Person to the Next”: Factors Defining the Development, Challenges, and Successes of Faculty Peer Mentoring Relationships During Mentee Transitions to Engineering Education Research · 2025 · DOI

• Hospital systems are able to address many AYA needs, but the ability to provide the human connectedness and knowledge that drive long-term school and career planning is lacking.

  Achieving a Brighter Future: A Career-Focused Mentoring Program Designed for Adolescents and Young Adults with Cancer · 2024 · DOI

• The study offers an application of Law's theory to the younger students it was developed for and provides evidence suggestive of the importance of interactions with wider communities in career development and widening participation, although future research should consider long-term follow-up of mentees.

  Using community interaction theory to understand the effects of group mentoring on adolescents · 2024 · DOI

• The purpose of this pilot study was to address this gap in research and investigate the mentorship of doctoral students who participated in the Division for Early Childhood’s Consortium for Innovations in Doctoral Excellence (DECIDE).

  Preparing future leaders: what should we know about mentoring? · 2023 · DOI

• However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities.

  TEACHING PRACTICE MENTORS - AN ANALYSIS OF PROFESSIONAL DEVELOPMENT NEEDS AND PRACTICES · 2023 · DOI

• While mentoring is often cited as important for attracting and retaining students from underrepresented groups in STEM, little is known about the differential mentoring processes that can result from similar and dissimilar mentor-protégé pairs.

  Similarity and Contact Frequency Promote Mentorship Quality among Hispanic Undergraduates in STEM · 2022 · DOI

• Originality/value There is insufficient research in expatriate mentoring, which this study aims to address by focusing on Western expatriates in the UAE, a vibrant Arab, Muslim country whose local business environment is very different from that of China, Europe and the USA, which have been the main focus of prior research.

  Managing expatriates in the United Arab Emirates: the role of host- and home-country mentors on expatriate career outcomes · 2021 · DOI

Most-cited papers in Mentoring and Academic Development

• MENTORING ALTERNATIVES: THE ROLE OF PEER RELATIONSHIPS IN CAREER DEVELOPMENT. · Academy of Management Journal · 1985 · 939 citations
• Informal Mentors and Education: Complementary or Compensatory Resources? · Sociology of Education · 2009 · 182 citations
• Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel · Review of Educational Research · 2008 · 169 citations
• Understanding the Mentoring Process between Adolescents and Adults · Youth & Society · 2006 · 165 citations
• Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships · International Journal of Science Education · 2015 · 139 citations
• Mentoring College‐Age Women: A Relational Approach · American Journal of Community Psychology · 2002 · 131 citations
• Increasing STEM success: a near-peer mentoring program in the physical sciences · International Journal of STEM Education · 2016 · 128 citations
• Mentoring for doctors. Do its benefits outweigh its disadvantages? · Medical Teacher · 2008 · 123 citations
• Developing Effective Mentoring Relationships: Strategies From the Mentor's Viewpoint · The Career Development Quarterly · 1999 · 115 citations
• Thriving at work: A mentoring-moderated process linking task identity and autonomy to job satisfaction · Journal of Vocational Behavior · 2020 · 110 citations

Most recent work

• Scholarship Recipients’ Perspectives on Full-Time Employment as a Nurse Educator Following Graduation · Nursing Education Perspectives · 2026
• Quality over quantity: developmental mentor networks promote STEM undergraduate domain identity and well-being · International Journal of STEM Education · 2026
• Mentoring Support, Career Self‐Efficacy, and Career Engagement Among First‐Generation College Students: Testing the Career Self‐Management Model · The Career Development Quarterly · 2026
• “I’m Not Afforded the Opportunity to Just Say No”: Exploring Superwoman Schema Among Black Women Tenure-Track Faculty · Review of higher education/˜The œreview of higher education · 2026
• Rethinking the gradual release of responsibility in ITE mentoring: an andragogical perspective · The Australian Educational Researcher · 2026
• Preparing for distributed pedagogical leadership: mentor identity and readiness during institutional change · The International Journal for Academic Development · 2026
• How does mentoring measure up? Mentoring as a learning tool for neophyte performance analysts · Mentoring & Tutoring Partnership in Learning · 2026
• Editorial overview: mentoring as a mechanism for professional identity across the educational continuum · Mentoring & Tutoring Partnership in Learning · 2026
• Impact of the professional development programme on mentorship among Salesian college faculty · International Studies in Catholic Education · 2026
• Addressing equity and validity in faculty career advancement · Science Advances · 2026

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