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1. Mentoring Leaflet

2. Links and Articles on Gender Equality in Academia and Dual-Careers Academics

Leading by example A new mentoring scheme for staff at the University of Aberdeen 28 September 2009, 1pm Linklater Rooms Sandwich lunch provided. All welcome. RSVP Will Gibb w.gibb@abdn.ac.uk ext. 2084 Professor Trevor Salmon and Dr Elizabeth Macknight

The context - institutional objectives and commitment One of the fundamental challenges of reforming the curriculum is how to achieve a balance between driving forward the initiatives – which require a large investment of staff time and effort – whilst also maintaining our focus on research. The University’s recent history is characterised by a tremendous push to strengthen our research base. Maintaining a research-intensive culture, whilst undertaking curriculum reform, is demanding. It is crucial to have strong support structures in place to assist those involved in implementing the new curriculum who are also seeking to develop their research profiles..The principles of the revised Concordat to Support the Career Development of Researchers are included in the University’s Strategy for Research Excellence.Under the terms of the Concordat, employers: “should provide a specific career development strategy for researchers at all stages of their career, regardless of their contractual situation, which should include the availability of mentors involved in providing support and guidance for the personal and professional development of researchers. … Mentoring arrangements should be supported by employers as a key mechanism for career development and enhancement.” http://www.researchconcordat.ac.uk/ What is mentoring? Mentoring could be described as a process in which a person (mentor) is responsible for encouraging and assisting another person (mentee) in their career and development. Mentoring is a one-to-one relationship which is outside the normal hierarchical structure. The establishment of a formal mentoring system seeks to ensure that all staff can benefit from the help of an experienced and trusted advisor. Mentoring involves the development of a relationship which is different from "managing". Ideally, the mentor should not be responsible for "managing" the work of the mentee. Purpose This new mentoring scheme is intended to be relatively flexible, presenting or indicating “the norm” for positive mentoring relationships rather than prescribing universal rules. It is aimed at those wishing: to plan and take charge of their career development to source coaching, advice, and training opportunities to gain from others’ experience in teaching, applying for grants, and how to publish to gain from others’ experience in dealing with colleagues, including those in positions of authority to understand the structures of the University and how to get things done to expand their current positions and raise their profile within the University to enhance their skills, knowledge, and confidence for taking on leadership roles.      Models of mentoring There are at least two models of mentoring: Based on peer development in which the partners are of relatively equal status so that learning and development is collaborative and two way; Based on a developmental model in which the more senior person passes on his or her wisdom and experience to the new person. Identifying your mentor This involves choosing a more experienced member of staff who is both willing and able to provide advice and guidance. It is vitally important that the mentor is committed to the role. Members of staff should have the option of changing their mentor where it becomes clear that the relationship is not working. Mentor relationships change over time and some combination of the different models and the approaches that they imply may be appropriate. Misunderstanding and confusion may arise if the mentor partners have different models of the relationship in mind or fail to appreciate how it is changing. Responsibility Mentored staff need to remember that after the initial period of contact, it will be up to them to be pro-active and to be explicit about their needs. The scheme does not imply that the formal mentor is the only person who can or should help, and new colleagues may draw upon others as appropriate. Remember that the mentee has the responsibility for change (not the mentor)!

 

Links and Articles on Gender Equality in Academia and Dual-Careers Academics

Gender Equality in Academia: Bad News from the Trenches, and Some Possible Solutions. Monroe et al 2008

Dual-Career Academic Couples - Women in Cell Biology

For further information email aauw@sfuw.org.uk

 

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