Psychosocial Aspects of Mentoring

Abstract

This study aims at understanding the impact of the relationship between mentor competency, mentor willingness, trust, frequency of meeting, and mode of mentoring preferred on mentoring effectiveness. Mentoring is a critical component of effective graduate and undergraduate education and hence the focus of this study is to develop a conceptual model of mentoring effectiveness based on insights gained from literature on mentoring in higher education. Further, this study has considered a comparative study of the effectiveness of this model in the case of graduates and undergraduates to help in designing effective mentoring programs for graduates and undergraduates. The study adopts a post-positivist research paradigm and uses a quantitative research design for a large sample size(n=510). Convenience sampling is used for data collection. The questionnaire for the study was prepared using several reliable scales and the questionnaire was tested for its reliability based on a pilot study before administering the same for the large sample of respondents. SEM technique is used for data analysis. The findings of the study reveal that mentors‘ willingness and trust are the critical factors leading to mentoring effectiveness. The comparative study reveals that there is a significant difference in mentoring of graduates and undergraduates. From a theoretical perspective the study adds and significantly contributes to the scarce empirical studies on mentoring effectiveness in higher education and help in designing effective mentoring programs specific to the needs of graduate and undergraduate students The limitations of the study are discussed, suggestions for improving mentoring effectiveness are mentioned and future scope for research are also shared.