Higher Education

, Volume 69, Issue 2, pp 275–287 | Cite as

How do young tenured professors benefit from a mentor? Effects on management, motivation and performance

  • Inge van der Weijden
  • Rosalie Belder
  • Pleun van Arensbergen
  • Peter van den Besselaar
Article

Abstract

Do young tenured professors who receive mentorship differ from those without mentorship in terms of motivation, scholarly performance, and group management practice? We conducted a survey among research group leaders in the biomedical and health sciences in the Netherlands, to study the effects of mentorship. Our results show that mentorship practices leads to positive results. Young professors who receive mentorship on average have a more positive view on their work environment and manage their research more actively. Furthermore, young professors with a mentor on average perform better in terms of acquired grants. These findings indicate that it is important for universities to actively organize mentorship programs for young senior staff.

Keywords

Mentorship Academic careers Research management Human resources Motivation Performance 

Notes

Acknowledgments

The authors acknowledge the contribution of Maaike Verbree to the research. Cathelijn Waaijer and Marije de Goede provided useful comments on earlier drafts.

References

  1. Anderson, E. M., & Shannon, A. L. (1988). Towards a conceptualization of mentoring. Journal of Teaching Education, 39, 38–42.Google Scholar
  2. Auriol, L., Felix, B., & Schaaper, M. (2010). Mapping careers and mobility of doctorate holders, STI Working paper 2010/1, OECD, Paris.Google Scholar
  3. Baruch, Y. (1999). Response rate in academic studies—a comparative analysis. Human Relations, 52, 421–438.Google Scholar
  4. Belder, R., Verbree, M., Van der Weijden, I., & Van den Meulen, B. (2012). Een andere stijl van leiderschap? Effect van loopbaanfase en gender op het leiderschap van onderzoeksleiders, Science System Assessment Report 1227, Rathenau Instituut, The Hague.Google Scholar
  5. Bexley, E., Arkoudis, S., & James, R. (2012). The motivations, values and future plans of Australian academics. Higher Education. doi:10.1007/s10734-012-9550-3.
  6. Bland, C. J., Taylor, A. L., Shollen, S. L., Weber-Main, A., & Mulcahy, P. A. (2011). Faculty success through mentoring. The ACE series on higher education. Plymouth, UK: Rowman & Litllefield Publishers, Inc.Google Scholar
  7. Bozeman, B., & Corley, E. (2004). Scientists’collaboration strategies: Implications for scientific and technical human capital. Research Policy, 33, 599–616.CrossRefGoogle Scholar
  8. Cameron, S. W., & Blackburn, R. T. (1981). Sponsorship and academic career success. The Journal of Higher Education, 52(4), 369–377.CrossRefGoogle Scholar
  9. Cohen, J. G., Sherman, A. E., Kiet, T. K., Kapp, D. S., Osann, K., Chen, L., et al. (2012). Characteristics of success in mentoring and research productivity—A case-control study of academic centres. Gynecologic Oncology, 125, 8–13.CrossRefGoogle Scholar
  10. De Janasz, S. C., & Sullican, S. E. (2004). Multiple mentoring in academe: Developing the professional network. Journal of Vocational Behavior, 64, 263–283.CrossRefGoogle Scholar
  11. Dillman, D. (2000). Mail and internet surveys: The tailored design method. New York: Wiley.Google Scholar
  12. Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518–540.CrossRefGoogle Scholar
  13. Freijsen, R., Van Arensbergen, P., & Van der Weijden, I. (2011). Wetenschappelijk loopbaanbeleid: kansen en knelpunten. Loopbaanvisie., 4, 86–90.Google Scholar
  14. Fruijtier, B., & Brok, W. (2007). Tenure Track een goed instrument voor talentmangement? Inventarisatie van risico’s en kansen van ‘tenure track’ voor de werving, binding en loopbaanbegeleiding van wetenschappelijk talent op de Nederlandse universiteiten. Hogeschool Utrecht & Vereniging van Nederlandse Universiteiten.Google Scholar
  15. Gardiner, M., Tiggerman, M., Kearns, H., & Marshall, K. (2007). Show me the money! An empirical analysis of mentoring outcomes for women in academia. Higher Education Research & Development, 26(4), 425–442.CrossRefGoogle Scholar
  16. Gerritsen, M., Van der Sanden, J., Verdonk, T., & Visser, A. (2012). Monitor vrouwelijke hoogleraren 2012. Stichting de Beauvoir, Landelijk Netwerk Vrouwelijke Hoogleraren, Vereniging van Universiteiten, Nederlandse Federatie van Universitaire Medische Centra. http://www.stichtingdebeauvoir.nl/monitor.
  17. Green, S. G., & Bauer, T. N. (1995). Supervisory mentoring by advisers: Relationships with doctoral student potential, productivity and commitment. Personnel Psychology, 48, 537–561.CrossRefGoogle Scholar
  18. Kiopa, A., Melkers, J., & Tanyldiz, Z. E. (2009). Women in academic science: Mentors and career development. In K. Prpic, L. Liveira, & S. Hemlin (Eds.), Women in science and technology. Institute for Social Research, Zagreb. Sociology of Science and Technology Network of the European Sociological Association.Google Scholar
  19. Kyvik, S. (2012). The academic researcher role: enhancing expectations and improved performance. Higher Education. doi:10.1007/s10734-012-9561-0.
  20. League of European Research Universities. (2010). Harvesting talent: Strengthening research careers in Europe. Leuven, Belgium: LERU Office.Google Scholar
  21. Long, J. S., & McGinnis, Mc. (1985). The effect of the mentor on the academic career. Scientometrics, 7(3), 255–280.CrossRefGoogle Scholar
  22. Mayer, A. P., Files, J. A., Ko, M. G. & Blair, J. F. (2008). Academic advancement of women in medicine: Do socialized gender differences have a role in mentoring? MayoClinic Proceedings, 83(2), 204–207. Google Scholar
  23. Melkers, J., & Welch, E. (2009). Women in science and engineering: network access, participation and career outcomes. http://netwise.gatech.edu/index.php. Accessed 28 Dec 2013.
  24. Musselin, C. (2010). The market for academics. Studies in higher education. Routledge.Google Scholar
  25. Nick, J. M., Delahoyde, T. M., Del Prato, D., Mitchell, C., Ortiz, J., Ottley, C., et al. (2012). Best practices in academic mentoring: a model for excellence. Nursing Research and Practice,. doi:10.1155/2012/937906.Google Scholar
  26. Pelz, D. C., & Andrews, F. M. (1966). Scientists in organizations. Productive climates for research and development. New York: Wiley.Google Scholar
  27. Sands, R. G., Parson, L. A., & Duane, J. (1991). Faculty mentoring faculty in a public university. Journal of Higher Education, 62(2), 174–193.CrossRefGoogle Scholar
  28. Steiner, J. F., Curtis, P., Lanphear, B. P., & Main, D. S. (2004). Assessing the role of influential mentors in the research development of primary care fellows. Academic Medicine, 79(9), 865–872.CrossRefGoogle Scholar
  29. Steiner, J. F., Lanphear, B. P., Curtis, P., & Vu, K. O. (2002). Indicators of early research productivity among primary care fellows. Journal of General Internal Medicine, 17, 854–860.CrossRefGoogle Scholar
  30. Tenenbaum, H. R., Crosby, F. J., & Gliner, M. D. (2001). Mentoring relationships in graduate schools. Journal of Vocational Behavior, 59, 326–341.CrossRefGoogle Scholar
  31. Van Arensbergen, P., Hessels, H., & Van der Meulen, B. (2013). Talent Centraal. Ontwikkeling en selectie van wetenschappers in Nederland. Science System Assessment Report 1330. Rathenau Instituut, The Hague.Google Scholar
  32. Van Arensbergen, P., & Van den Besselaar, P. (2012). How evident is talent? The assessment of scientific talent in the allocation of research grants. Higher Education Policy, 25, 381–405.CrossRefGoogle Scholar
  33. Van Balen, B., van Arensbergen, P., Van der Weijden, I., & Van den Besselaar, P. (2012). Determinants of success in academic careers. Higher Education Policy, 25, 313–334.CrossRefGoogle Scholar
  34. Van der Weijden, I., Belder, R., Van Arensbergen, P., Verbree, M., & Van den Besselaar, P. (2011). How do men and women differ in career development, motivation and network management: An analysis of starting academic group leaders. In Paper presented at the ESA conference. SSTNET session ‘Young professionals in Academia’, Geneva, September 2011.Google Scholar
  35. Verbree, M. (2011). Dynamics of academic leadership in research groups. PhD thesis, Rathenau Instituut, The Hague, September 2011.Google Scholar
  36. Verbree, M., Van der Weijden, I., & Van den Besselaar, P. (2013). Academic leadership in high-performing research groups. In: S. Hemlin, B. Martin, C. Allwood, & M. Mumford (Eds.), Creativity and leadership in science (Chap. 5). Routledge..Google Scholar
  37. Verbree, M., Van der Weijden, I., & Van den Besselaar, P. (2013). Generation and life cycle effects on academic leadership. In S. Hemlin, B. Martin, C. Allwood, & M. Mumford (Eds.), Creativity and leadership in science (Chap. 6). Routledge. Google Scholar
  38. Weber, R. (2009). The academic career: A daily adventure? Work life balance and gender segregation in German higher education and research. http://raumfuertext.wordpress.com/category/publikationen. Accessed 2 June 2014.

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Inge van der Weijden
    • 1
  • Rosalie Belder
    • 2
  • Pleun van Arensbergen
    • 3
  • Peter van den Besselaar
    • 4
  1. 1.CWTSLeiden UniversityLeidenThe Netherlands
  2. 2.Science System Assessment DepartmentRathenau InstituutThe HagueThe Netherlands
  3. 3.Nijmegen School of ManagementRadboud University NijmegenNijmegenThe Netherlands
  4. 4.Network Institute, Department of Organization SciencesVU University AmsterdamAmsterdamThe Netherlands

Personalised recommendations