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Developmental Networks Among Mentors and Mentees Involved in a Mentoring Intervention.

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Area of Science:

  • Social Sciences
  • Organizational Behavior
  • Higher Education

Background:

  • Mentoring scholarship increasingly utilizes social network analysis, moving beyond simple dyadic relationships.
  • Limited data exist on the developmental networks of university faculty, highlighting a gap in understanding faculty support systems.

Purpose of the Study:

  • To examine the characteristics of developmental networks among university faculty mentors and mentees.
  • To explore the role of developers and their network structures in supporting faculty career advancement.

Main Methods:

  • Cross-sectional study of 81 faculty mentors and mentees at three Southwestern US universities.
  • Utilized the online Modified Mentoring Network Questionnaire (MNQ) to gather data on relationships with developers.
  • Conducted exploratory analyses of developmental network characteristics.

Main Results:

  • Participants reported an average of 4.9 developers providing psychosocial and career support.
  • Developers originated from an average of 2.3 arenas, with the current job/position being the most common (62%).
  • Other significant arenas included graduate school (11%), prior jobs (13%), and family (8%).

Conclusions:

  • Developmental networks are vital for university faculty, offering diverse support crucial for career success.
  • Social network analysis methods are applicable and valuable for studying faculty support systems.
  • Preliminary findings will inform longitudinal analyses on network changes and career impact.