They should develop clear expectations with advisers and mentors concerning availability and meeting times. What actions can Joseph take now to avoid future disappointment?īeginning researchers also have responsibilities toward their advisers and mentors. What actions could Joseph have taken earlier to avoid the problem? 4. Should Joseph talk with other members of his thesis committee to get their opinions? 3. Should Joseph try to change his adviser’s mind? For example, should he review what his measurements already show and compare that with what the new measurements would add and then ask his adviser to reconsider? 2. But he couldn’t help but wonder if her advice this time might be self-serving, since her own research would benefit greatly from the additional set of measurements. Plus, he knew that he would need a good recommendation from her to get the jobs that he wanted. Joseph had always had a good working relationship with his adviser, and her advice had been very helpful in the past. She said that he should plan to spend at least two more semesters on campus doing additional measurements and finishing his dissertation. She told him that the measurements he had made were not going to be enough to satisfy his dissertation committee. However, when his research adviser heard about his plans, she immediately objected. In fact, he had already begun drawing up a list of companies to which he planned to apply for a research position. Though he had not discussed the status of his thesis with his adviser or any other member of his thesis committee since the spring, he was sure they would agree that he could finish up quickly. Joseph came back from a brief summer vacation convinced that he would be able to finish up his Ph.D. By maintaining and modeling high standards of conduct, advisers and mentors gain the moral authority to demand the same of others. The main role of an adviser or mentor is to help a researcher move along a productive and successful career trajectory. The relationship between an adviser or mentor and an advisee or mentee can be complex, and conflicts can arise over the allocation of credit, publication practices, or the proper division of responsibilities. Mentoring fosters a social cohesion in science that keeps the profession strong, and every researcher, at a variety of stages in his or her career, should act as a mentor to others.Īdvisers and mentors often have considerable influence over the lives of beginning researchers, and they must be careful not to abuse their authority. Through mentoring others, researchers can be exposed to new ideas, build a strong research program and network of collaborators, and gain the friendship and respect of beginning researchers. Mentors themselves can benefit greatly from the mentoring that they provide. Indeed, it is useful to build a diverse community of mentors, because no one mentor usually has the expertise, background, and time to satisfy all the needs of a mentee. Fellow researchers and research assistants, administrators, and support staff all can serve as mentors. Researchers in need of mentors have many options.
Many successful researchers can point to mentors who helped them succeed. A mentor might suggest a productive research direction, offer encouragement during a difficult period, help a beginning researcher gain credit for work accomplished, arrange a meeting that leads to a job offer, and offer continuing advice throughout a researcher’s career.
Invisor or advisor professional#
A mentor-who also may be an adviser-takes a personal as well as a professional interest in the development of a researcher.
An adviser oversees the conduct of research, offering guidance and advice on matters connected to research. All researchers have had advisers many are fortunate to have acquired mentors as well.
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