Information Technology Reference
In-Depth Information
developing it on his own. Also, it is academically good for both because they
can publish together.”
Nowadays, the communication process (email or video calls) meet the mentees
interest, leaving behind the fixed working schedules, facilitating the essential
effective communication and regular contact between the mentor and trainee:
“(…) the internet is fabulous, we talked through Skype and, in half a dozen
minutes we solve a problem (...) it is not necessary to be right next door (...)
anyway, the work flows.”
Nevertheless the use of cited technologic communication resources, it was
emphasized the importance and need for direct contact (face-to-face) with the mentor:
“Depending on the questions and clarifications that I need during the work
development, Skype calls or emails are not a good solution. It's easier when
we are working and planning together the next task (…), see his facial
expression is motivating.”
The periodicity of the mentor/mentee contacts or meetings depends on the PhD
stage. In others words, students in earlier PhD stages (1
st
year) do not have a
frequently direct contact with their supervisor. The second and subsequent years,
which corresponds to the PhD work development, requires a continuous interaction:
“From the 2
nd
and 3
rd
years, I notice that students get more freedom and
greater autonomy to research on their own. Many students and their mentors
schedule meetings every two weeks. In my point of view, it makes no sense, but
I agree to those who do it. In my experience, the work was continuous and
there was no such need.”
Concerning the formality in the relationship, contrasting opinions were reported.
Some consider that friendship can exist; however, a more structured relationship is
required:
“(…) in cases where the relationship with the supervisor is closer, I think that
the mentor must define specific deadlines, because the friendship in some
cases can generate negligence or carelessness. I believe that the mentor must
set goals to achieve, deadlines. The work should be followed carefully. I must
confess that I need methods.”
“(…) and of course, respect is continuous (…) I never will treat (my
supervisor) using the the second person: «you».”
Oppositely, others stated that friendship and confidence could work as an enabler
in the mentor/mentee relationship:
“(…) «let's have a coffee» (…) «let's have a dinner» helps and facilitates
interaction.”
A mentor/mentee relationship can also work as an indicator to achieve fruitfully
career comparatively to whom have not been mentored [4][13], and can go beyond
the scientific development, contributing to the personal and career growth of the
students:
Search WWH ::
Custom Search