Developing and Sustaining Effective Faculty Mentoring Programs

Abstract

How do faculty and universities benefit from mentoring, and what sorts of mentoring programs and policies are most effective? This article reviews existing research on mentoring in higher education and develops a conceptual framework that captures a theory of change regarding expectations about the impact of mentoring on faculty career development and scholarly productivity. We surveyed faculty in U. S. public affairs programs to learn about individual and institutional experiences with mentoring and mentoring programs. We found that informal mentoring is prevalent, as are formal mentoring programs. In line with previous research, we found that both mentees and mentors believe that mentoring is useful for helping mentees with teaching, research, and career planning and that visible support for mentoring is important for its success. Guided by our findings, we offer recommendations for developing and sustaining effective faculty mentoring programs.

Keywords:

• Faculty mentoring programs
• higher education
• public affairs programs
• faculty retention and productivity

Additional information

Notes on contributors

Joselynn Fountain

Joselynn Fountain is a PhD candidate in public policy and public administration at the George Washington University. Her research focuses on higher education policy and program evaluation.

Kathryn E. Newcomer

Kathryn E. Newcomer is director of the Trachtenberg School of Public Policy and Public Administration at the George Washington University. Her research and teaching focuses on program evaluation and accountability in government.