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In-Depth Information
“I like (…) sharing knowledge resulting from the diversity we found in this
type of environment.”
Concerning the two sub-research questions:
R.S.Q.1: ' What are the key-factors in the mentoring relationship in advanced
engineering education ?'
R.S.Q.2: ' Among the identified key-factor, which is the most likely to have
more influence in the mentoring relationship ? And less ?'
Both questions fall within the scope of a quantitative analysis. However, the
identification of those key-factors is the result of a qualitative analysis. Thirteen
factors were identified and then listed according to the relevance (from the greatest to
the less):
Motivation; Perseverance; Knowledge; Communication; Confidence;
Methodology; Commitment; Requirement; Reciprocity; Experience; Proximity;
Formality; and Gender.
All of the identified parameters are considered as key-factors that contribute
positively to the mentoring relationship success. However, poor communication, lack
of trust and lack of appreciation of everyday life circumstances that affects each
person, can have a negative influence in the relationship:
“The type of relationship depends on the personality of both actors. (…)
different possible scenarios can occurs: if the relationship is more formal and
the student is more disciplined and organized, the student feels more motivated
to do their work without deadlines; in cases where the relationship with the
supervisor is closer, the mentor must define specific deadlines, because the
friendship can generate negligence or carelessness. (…) the mentor must set
goals, deadlines. The work should be followed carefully.”
Gender was identified as no having importance the mentor/mentee relationship,
result consistent with others research [14]. This factor was also identified as the less
important concerning the choice of the mentor to start a PhD program in opposition to
personality:
“(…) the personality has more meaning and influence in defining the
relationship.”
5
Final Remarks
This study describes some of the perceptions of mentoring relationship based on
experiential factors of the mentees (PhD students). The research question “How the
role of a mentor s perceived in advanced engineering education?” was answered and
the key-factors in mentor/mentee relationships were identified. The collected data
need an in-depth content analysis due to their richness, by exploring the potentiality
of the WebQDA software. This study also could be extended to other post-graduate
engineering areas, as well as other advanced education organizations. This will allow
perceiving if different factors or if the identified key-factors in the mentoring
relationship are the same.
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