Mentoring for Professional Development of Tertiary Educators.

TL;DRAbstract

This paper reports the results of 4 years of a mentoring program at the University of Melbourne (Victoria, Australia) that has been directed to developing the research aspirations and performance of ex-Melbourne College of Advanced Education staff who are coping with increased research demands following the 1989 amalgamation with the University of Melbourne's Faculty of Education. Participants for the program each year were selected on the bases of their research performance or potential and the extent to which their research activity had been limited by various types of structural or circumstantial factors. The program's key elements included fractional time release for research, individualized mentoring, and group collaboration. The mentor's role involved assisting staff to focus on and clarify research goals and to support and guide staff in their progress. The program's success has been evidenced through such outcomes as conference presentations, publication of articles in refereed

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