Mentorship increases well-being
Doctoral students in the human sciences thrive under effective mentorship which plays a crucial role in their academic journey. Håkan Salwén, an experienced university lecturer, exemplifies this through his active mentorship in the Forum for Doctoral Students project.
“When I was asked to be a mentor, I said yes without hesitation! Partly because Åsa Burman is the project manager; she involves others to make it enjoyable, right, and easy, and partly because it’s exciting to hear about the mentees’ problems and ideas. It feels good to be able to contribute to the next generation of researchers by sharing my experiences. It’s also fun to learn about the mentees’ research fields, concerns, and joys, and how things work at their institution. It’s a process of general education.“
The Forum for Doctoral Students has a mentorship program, career activities, and writing labs. The aim is for doctoral students to receive guidance in developing as researchers, to feel well, and to finish on time. Doctoral students should also feel especially seen and comfortable.
Reduced stress
Most participants in the mentorship program hold doctoral positions. Doctoral students often feel pressured and overworked. It is therefore important to find a balance between one’s personal life and writing; one should keep work and leisure separate. The mentor can help clarify issues, making it easier for a mentee to find a solution. All choices can be stressful; for this reason, guidance is significant in reducing stress.
Håkan sees his mentor role as providing human support and strategic career advice. He emphasizes the importance of creating an open, trusting, and comforting atmosphere. It can be reassuring for mentees to discuss their uncertainties with their mentors. Håkan himself went through a tough period when he had neither funding nor employment. During that time, he had to switch tracks and work outside academia.
“It can be beneficial for the mentee to know that there are others who have been in the same situation and have felt the same way. That’s why I am generous in sharing my insights with the mentee on how to navigate. I talk about what I did, what I thought, and how it turned out. It’s not unusual to do other things sometimes, even though you have a certain direction.”
During mentor meetings, there are opportunities to catch up on what has happened since the last meeting. This also shows that the mentor cares, which reduces the level of stress.
“My role as a mentor is to suggest where or to whom the mentee should turn to for different questions. I have also invited a mentee to a private party, specifically so that he could network and get tips from the other guests.”
According to Håkan, one of the most rewarding parts of the mentorship program is the opportunity to see doctoral students develop and grow, and to witness a decrease in students’ stress levels.
Matching of mentor and mentee
Before entering the mentorship program, aspiring mentees write about themselves and explain why they want support from a mentor. Then, project manager Åsa Burman pairs mentors or mentees based on needs and experiences. Håkan has been assigned a new mentee who is interested in educational science. Håkan believes this is a good match because he was a high school teacher for ten years.
Each mentor is assigned a mentee. They meet their mentee three times in the spring and three times in the fall. In addition, all mentors and mentees meet together three times during the year. The meetings are intended to be experienced as meaningful, enriching, and broadening mentees’ horizons. The interests of the mentees and mentors should fit well, but they should not belong to the same faculty.
“I think it’s great. It can be comforting for doctoral students to talk to someone outside their own department, someone from an adjacent research field, and get help. You gain other perspectives. Additionally, the doctoral student may appreciate their own situation differently after the conversation. Structures that work for others might be beneficial for them as well.”
Research is fantastic
“Being a researcher is the most fun, exciting, and interesting thing there is. It’s a fantastic life you can have when you have a permanent position. You meet fascinating people, get to teach, and do many different interesting things, such as being a mentor. I want the doctoral students to leave here feeling strengthened, knowing that I am supportive and on their side. It will be exciting to hear what happens after the dissertations.”
Håkan hopes that in the long run, doctoral students will benefit from the experiences of the mentorship program in their academic and professional careers.
Last updated: March 21, 2024
Source: Offices of Human Science and Science