Abstract:

Introduction:
Norway is often characterised as one of the most equal countries in the world. There is still work to be done and priorities to be set before gender equality is achieved, however. Since 2009, Østfold University College has had a network for female researchers, and the most important activity organized by the network is a mentoring scheme. Mentoring schemes are often characterized by a one-to-one relationship between a mentor and a mentee, where the mentor possesses more experience and has reached further in their academic career than the mentee. The mentor’s role involves, on the one hand, giving the mentee strategic advice to facilitate professional and personal development, and on the other hand to challenge and encourage the mentee to push beyond their comfort zone.

This abstract is based on a study evaluating a network for women researchers and a mentoring scheme organised by the same network at a Norwegian university college. Through the analysis of interviews with mentors, mentees and administrative managers, we have arrived at recommendations for further developing the mentoring scheme, as well as a more generalisable best practice guideline for developing academic mentoring schemes.
Methodology: The abstract is based on a larger study evaluating a network for women researchers and a mentoring scheme organized by the same network. The study was qualitative, using semi-structured interviews. Interviews were conducted individually with six faculty managers and in two focus groups with three mentors and four mentees. The interviews were transcribed and analysed using a thematic analysis approach.

Results:
The following best practice recommendations were identified:
- Grounded in and supported by management
- Formalized policies, including timeframe and allocated work hours, as well as a progress plan with set deadlines for follow-up and evaluation
- Support system for mentors, including workshop for sharing of experience and discussing the mentor role, as well as opportunity for skills development such as attending a PhD supervisor course
- Matching mentors with mentees based on their specialisation (lecturer with PhD matched with professor, lecturer without PhD matched with reader/“dosent“)
- All employees (irrespective of gender) should be considered for participation in a mentoring scheme

Conclusion:
The success of a mentoring scheme depends on the organizational context including formalized policies such as time resources and support for mentors, and management commitment. In addition, there must be a general system in place in order to map the need for research competence of individual employees, irrespective of gender, identifying who would benefit from mentoring.

Keywords:

Gender Equality, Mentoring in Academia, Best Practice, Qualitative Methods, Women Researchers.