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Published online by Cambridge University Press: 11 October 2019
Nowadays in academia mentoring is taken seriously and oftentimes is highly structured. This can include many steps along the pipeline, including at-risk students transitioning from high school, undergraduates, graduate students, postdocs, and early-career faculty working toward tenure. In reality, mentoring of one form or another, whether it is structured or informal, occurs throughout one’s academic career. Published studies from a variety of disciplines, ranging from STEM, to medicine (e.g., Detsky & Baerlocher, 2007), to the humanities (Pye et al., 2016), have highlighted the positive benefits of mentoring, including increased productivity, professional success, and career satisfaction. While mentoring or coaching has been practiced for millennia in academia, over the past several decades it has become more intentional.
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