MENTORING AND TRAINING OF UNIVERSITY TEACHING STAFF
The transition to an academic career represents a critical stage in the professional development of young teaching staff, characterized by complex challenges that require specialized support and professional guidance. In the current context of higher education, marked by structural transformation...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitaria Publishing House, Craiova
2025-06-01
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| Series: | Analele Universităţii din Craiova. Psihologie, Pedagogie |
| Subjects: | |
| Online Access: | https://aucpp.ro/wp-content/uploads/2025/06/24.POPESCU_AM_BUGA_AAM_AUC_PP_2025_no_47_issue_1_pp_322-331.pdf |
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| Summary: | The transition to an academic career represents a critical stage in the
professional development of young teaching staff, characterized by complex
challenges that require specialized support and professional guidance. In the
current context of higher education, marked by structural transformations and
increasing pressures, mentoring must be viewed as a fundamental necessity for
ensuring the success and retention of new members of the university teaching staff.
The contemporary academic environment faces unprecedented challenges that
particularly affect young teaching staff.
Recent research highlights significant deficiencies in support systems for
young teaching staff. Empirical studies consistently demonstrate the benefits of
mentoring for academic career development. Meta-analyses show that mentoring
can improve research productivity, enhance teaching effectiveness, and increase
retention and recruitment of young university teaching staff.
Investment in research and development of mentoring for young teaching staff
has direct implications for the quality of the entire higher education system. Wellmentored teaching staff integrated into the academic community will be more
efficient in all aspects of their professional activity: teaching, research, and
community service.
Research on mentoring young university teaching staff entering higher
education represents not only a theoretical necessity but a practical urgency based
on: the growing challenges of the contemporary academic environment, the clear
benefits of mentoring on career success, and the current lack of models and
programs adapted to contemporary realities. |
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| ISSN: | 1582-313X 2668-6678 |