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Faculty Members' Perceptions of Advising Versus Mentoring: Does the Name Matter?

机译：教师对咨询的看法：指导很重要吗？

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摘要

The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members report they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors.
机译：在过去的20年中，为改善博士科学训练和研究生院的成功而提出的建议集中在指导的重要性上。众所周知，具有导师的博士生在研究生院的成功要大得多，这可以通过毕业前发表论文和发表演讲来证明。教师和学术机构是否担任过指导角色？这项研究探索了3500名主要负责博士和MD / PhD学生教育的科学家的观点。教师报告说，他们比导师（38％）更喜欢被视为顾问（54％）。通过检查对顾问和指导者具体职责的看法，教师可以描述他们的文化以及他们对自己和他人的期望。人们会期望，由于指导需要更多的时间和投入，因此教师会报告指导和指导之间的差异。但是，教职员工和指导老师之间几乎没有什么区别。我们研究了这些发现的含义。未来的科学家需要确信自己的教育包括获得最佳研究技能的机会。为了培养有能力提供此培训的顾问，该过程首先定义角色期望和职责，并准备顾问以与导师类似的方式与博士生互动。我们希望教职员工知道如何教学和指导。但是，我们很少讨论如何发展和塑造顾问的必要技能，以使他们更像导师。

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