American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(9), 703-708
DOI: 10.12691/education-2-9-1
Open AccessReview Article

Outcomes and Characteristics of Faculty/Student Mentorship in PhD Programs

Michelle Mollica1, 2, and Lynne Nemeth1

1College of Nursing, Medical University of South Carolina

2D’Youville College, Buffalo, NY

Pub. Date: August 15, 2014

Cite this paper:
Michelle Mollica and Lynne Nemeth. Outcomes and Characteristics of Faculty/Student Mentorship in PhD Programs. American Journal of Educational Research. 2014; 2(9):703-708. doi: 10.12691/education-2-9-1


With increasing numbers of doctoral programs, and a persistent high attrition rate, the need to provide support to PhD students grows. Faculty mentoring is one strategy employed by many doctoral programs to address attrition, although objectives, methods and responsibilities of the mentor role vary. The purpose of this integrative literature review was to synthesize outcomes and characteristics of faculty/student mentorship in PhD programs. This integrative review included studies from 2003-April 2014 in peer-reviewed journals, found from a comprehensive search of PubMed, CINAHL, Cochrane, PsycInfo, and GoogleScholar. Key search terms included: mentor, faculty, student, advisor, doctoral, education, engagement, attrition, retention, and PhD. The search strategy yielded a total of 850 references; 47 were retrieved, read and rated for relevance and research quality. A set of 12 articles met relevance criteria. Results indicate that although successful faculty mentoring is time consuming, students benefit from decreases in social isolation, and increased progression and retention through doctoral programs.

mentor doctoral programs phd faculty student

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