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MEN
T R
I NG
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CAREER DEVELOPMENT
OF EARLY CAREER RESEARCHERS
Mentoring program of Centre for Gender and Science is a member of eument-net
(European Network of Mentoring Programmes for the Advancement of Equal Opportunities
and Cultural and Institutional Change in Academia and Research)�
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Contents
What is mentoring? �������������������������������������������������������������������������������������� 3
Possible roles and areas of mentoring ������������������������������������������������������ 3
Mentoring – a part of cultural and institutional
change in science and research ����������������������������������������������������������������� 4
Eument-net
a support network for coordinators
of mentoring programs in academia and research ����������������������������������� 5
Mentoring Program for Early Career Researchers provided
by Centre for Gender & Science ������������������������������������������������������������������ 7
Objective ����������������������������������������������������������������������������������������������������� 7
Target groups ���������������������������������������������������������������������������������������������� 7
Format ��������������������������������������������������������������������������������������������������������� 8
Program duration ��������������������������������������������������������������������������������������� 8
Time requirement ��������������������������������������������������������������������������������������� 9
How does the program work? ������������������������������������������������������������������� 9
Role of mentor �������������������������������������������������������������������������������������������� 14
Areas of possible support from a mentor ���������������������������������������������� 15
Mentor’s benefits from doing mentoring work ������������������������������������ 15
Difference between mentor and supervisor:............................................16
Tips for mentors ��������������������������������������������������������������������������������������� 17
Role of mentees ������������������������������������������������������������������������������������������ 19
Mentee should ������������������������������������������������������������������������������������������ 19
Mentee’s benefits from cooperation with a mentor ����������������������������� 19
What else can mentees learn from their mentors? ������������������������������� 20
Tips for mentees ��������������������������������������������������������������������������������������� 21
How to formulate your mentoring goals (sample) ���������������������������������� 23
The Agreement between the Mentor and the Mentee (sample) ���������� 24
Program coordinators �������������������������������������������������������������������������������� 26
Literature: ���������������������������������������������������������������������������������������������������� 27
Internet sources: ����������������������������������������������������������������������������������������� 27
Other useful literature: ������������������������������������������������������������������������������ 28
List of eument-net members ��������������������������������������������������������������������� 29
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What is mentoring?
Mentoring is a process through which younger and less experienced
people (so-called mentees) are given support, advice, and friendship to
enable them to launch a career and succeed in working life or in their
studies.
It is a very effective tool for supporting and developing human potential,
both in the academic field (at schools, in science and research),
and in the commercial sphere. There are different forms of mentoring
programs. Some programs are a long-term individual cooperation
between one mentor and one mentee, or one mentor and a group of
mentees, while other programs put more emphasis on mutual support
among “peers”. Some programs take place only within one institution,
while other programs connect people from different workplaces and
schools. Specific program formats are based on goals and needs of
organizing institutions as well as target groups. Programs specialize in
both professional development and career growth of employees, and
successful course of study of university students as well as secondary
and elementary school students.
Possible roles and areas of mentoring
Mentoring has three main roles which can help a mentee to further
develop his/her professional/study skills. It provides:
role model (professional and/or human model – what type of
researcher to be, how to approach research, how to organize the
working schedule, etc.)
psychological support
practical help (even in the form of sponsorship /de Vries, 2015/
where the mentor actively provides his/her resources to the mentee
to use it – especially his/her network of contacts and expertise)
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It depends on the mentee to choose an area in which (s)he needs the
most help, as well as on the mentor who decides which role (s)he is
able or willing to play.
Generally speaking, mentoring aims to overcome individual barriers
to professional and career development; to strengthen the mentee’s
position within the institution and the professional community, and to
strengthen and develop his/her competencies, knowledge, professional
aspirations and self-confidence.
Mentoring – a part of cultural and institutional
change in science and research
As has been said, there are many different forms of mentoring programs
which can aim at different target groups. In the field of education,
science, and research, however, these programs have been primarily
created as a tool for supporting groups that usually do not receive
informal mentoring, i.e. support from more experienced colleagues,
superiors or teachers, to such an extent as other groups. In European
science and research field, there is still a significantly lower proportion
of women than men (European Commission 2015). Therefore, historically,
mentoring programs in science and research has been primarily
focused on female mentees.
Unfortunately, mentoring can help remove barriers to the career development
of women in science and research only at an individual level.
The causes of a low proportion of women in science can be found at
institutional, symbolic and interpersonal levels as well (Vohlídalová
& Linková 2016). Therefore, a comprehensive approach is required to
eliminate unequal opportunities for women and men in science and
research. This approach incorporates cultural and institutional change
that targets all four of these levels (Víznerová 2017: 35-36). In science
and research institutions, mentoring programs are usually part of a
broader strategy of achieving more balanced representation of women
and men among researchers and decision makers, and, in general, part
of efforts for a proactive HR policy to promote the professional development
of employees. Mentoring programs often follow up on other
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activities and services, such as career counseling, coaching, professional
and personal development courses (so-called soft skills) and networking
activities (Víznerová 2017: 100, 109). Mentoring programmes are
common part of projects aimed at obtaining prestitigious ‚HR Excellence
in Research Award‘ granted by European Comission for the institutions
which make progress in aligning their human resources policies to
the 40 principles of the Charter for Researchers and a Code of Conduct
for the Recruitment of Researchers. Detailed information is available
here: https://euraxess.ec.europa.eu/jobs/hrs4r
It is difficult to evaluate the effect of mentoring programs as some
benefits may appear in the long run. Then it is complicated to separate
them from other factors and circumstances that have affected the lives
of former mentees. Research shows, however, that people who completed
mentoring programs tend to be more successful in their career
than those who didn’t (Chao et al. 1992). An important factor may also
be the types of persons applying for such programs (we can assume
that they are more active than their peers), as well as the fact that
some scientific institutions consider it a very prestigious and selective
process so that selected mentees are recruited from the best students
or early career researchers at the institution. The strategy of rigorous
selectivity is therefore controversial as it may exclude those applicants
for mentoring who need it the most.
Eument-net
a support network for coordinators of mentoring
programs in academia and research
If you are a coordinator of a mentoring program in an academic environment,
or you are considering setting up a mentoring program in
your institution, we recommend the possibility of joining the European
Network of Mentoring Programs for the Advancement of Equal Opportunities
and Cultural and Institutional Change in Academia and Research
(eument-net) - www.eument-net.eu. This network brings together
mentoring programs that take place at European universities and other
research institutions in order to share the experience with organizing
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these programs and for their further improvement. The network provides
training and short-term internships for coordinators or mentors
and arranges regular workshops and conferences. On the website,
there is an up-to-date list of membership programs including their target
groups. For detailed information about particular programs, with
which it is possible to start cooperation, please see the section List of
eument-net members. Some of the organizing institutions offer shortterm
missions to foreign coordinators and cover travel expenses. Some
coordinators also offer specifically targeted training for other program
coordinators or participants.
Membership is available also for individuals and institutions (or their
departments) that consider setting up a mentoring programme and
are interested in being in contact with experienced coordinators of
mentoring programmes. In case of any questions about eument-net
please contact its chair person.
It is beneficial for both parties. Every institution has its own standard ways,
and outside perspectives can open up new horizons.
Tomáš Macek,
University of Chemistry and Technology in Prague,
Professor at Department of Biochemistry and Microbiology
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Mentoring Program for Early
Career Researchers provided
by Centre for Gender & Science
Objective
The main objective of the program is to support the career development
of doctoral and postdoctoral researchers, to help them launch a
scientific career and to clarify its direction.
Sub-objectives:
to help early career researchers identify their own career goals
and steps to achieve them
to facilitate orientation in the scientific career system
to provide early career researchers with important contacts with
“peers” and more experienced researchers from the Czech Republic
and abroad, and thus expand their professional network
and job opportunities in science and research
to strengthen mentees’ international and interdisciplinary outlook
and enable their integration into the international professional
community
to enhance the mutual exchange of experience among program
participants
to encourage the self-confidence of early career researchers
Target groups
Mentees: doctoral and postdoctoral researchers interested in support,
information, advice, contacts and mentoring provided by experienced
researchers from their or related field, preferably from an institution
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(including foreign ones) other than the one at which they are currently
studying or working.
Mentors: experienced researchers working at public universities and
research institutions other than the one attended by the mentee. For
mentees at an early stage of their doctoral studies, the mentors can be
also Ph.D. candidates in final years or fresh postdocs. What is essential
is their desire to share their experiences and opinions.
Format
The program consists of two main parts:
1) individual cooperation of a mentee and a mentor
(one-to-one mentoring);
2) group activities that take a form of
a) seminars and workshops aimed at the professional and personal
development or discussions with guests on topics chosen by mentees
b) informal meetings initiated by the mentees themselves (for example,
they can arrange a smaller seminar with reading methodological
texts, or regular joint breakfasts or dinners to discuss current topics
and issues they are dealing with).
Part of the program is so-called peer mentoring which means that
mentees provide mentoring to each other. For example, they can recommend
literature or contacts among each other, consult various working
strategies, form study groups, or develop research cooperation.
Program duration
The program takes place from February to December. If a mentee is
interested, it is possible to extend his/her participation in the program
to the following academic year (i.e. for a total of 20 months). Mentees
use this option to:
1) complete their mentoring plan if they did not manage to do so during
one year or create new plan if their situation and priorities changed;
2) sign up for courses they could not attend the previous year;
Facebook grop
Theprogrammehasit´sownfacebookgroupwherecoordinatorsand
mentees announce scientific events, news, seminars or conferences
and share important information about the programme.
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3) find a suitable mentor in case they have not cooperated with anyone
so far and only used the possibilities of courses and peer mentoring
(see Start of the program for mentors - mentoring matching process).
Time requirement
Time spent on the program is based on the possibilities and mutual
agreement of the mentee and the mentor. In general, the more time
they invest, the more they can get, which applies to both parties. Mentoring
pairs should have at least two personal or virtual (via Skype,
phone) meetings, and in the meanwhile keep in touch via e-mail or
phone.
How does the program work?
How to sign up?
Early career researchers interested in being a mentee can sign up for
the program by filling in the registration form on the program’s website:
http://genderaveda.cz/mentoring/
Start of the program for mentees – introductory workshop
In February, an introductory workshop takes place, where mentees get
acquainted with program coordinators and fellow mentees. On the
workshop, mentees discuss their expectations of the program, identify
and clearly formulate the goals they would like to achieve. They prepare
their personal mentoring plan, which is the basis for identifying characteristics
of the ideal mentor and establishing cooperation with their
mentor/s. The mentee can have no more than three goals (and mentoring
plans for them), and work with up to three mentors.
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Normally, however, there is one plan and one mentor.
Due to significant differences in an approach to research work and
system of and opportunities for career progress between natural nad
technical sciences on the one side and social sciences and humanities
on the other side the introductory workshops are separated for these
two groups of mentees. In this setting, mentees do not lose time with
mutual explanations of field specifics and have more time for creating
their own mentoring plans and discussing them with others.
Start of the program for mentors - mentoring matching process
The introductory workshop for mentees is followed by a so-called matching
process, creating mentoring pairs mentor-mentee. Mentee finds
his/her potential mentor based on his/her mentoring goals formulated
at the introductory workshop (recommendations for suitable mentors
are discussed during the workshop but personal search is also needed).
Due to a fact that the programme is opened for early-career researchers
from all disciplines and all institutions in the Czech Republic, there
is no stable list of mentors from whom the mentees could choose.
In this situation, the coordinators cannot predict the composition of
the group of mentees in the next run of the programme and the mentoring
goals of individual mentees.
The mentor of their choice is then approached by mentees themselves
or by program coordinators. Coordinators contact this person and
explain to him/her how the program works. Mentees send an e-mail
explaining their motivation to enter the program, their goals and ideas
how to achieve them in cooperation with the mentor and why they
wish to cooperate specifically with him/her. Subsequently, the mentee
arranges an introductory meeting with the selected mentor, where
they explore the possibilities of their mentoring cooperation, mutual
expectations, and possible limits. If the meeting is successful, they will
sign a mentoring agreement, a sample of which is enclosed with this
handbook and will proceed as agreed. The agreement should be signed
no later than April.
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If you are searching for mentor from abroad, you can use the list of
institutions in the section List of eument-net members for your inspiration.
We will mediate the contact if you like. In case you would like to
visit your foreign mentor, it is possible to use various grant and scholarship
schemes for short internships for postgraduate and post-doctoral
students.
Mentoring matching process can be a time-consuming procedure, but
it is worth paying enough attention to it. To find a good mentor is half
the success of the program.
The introductory workshop may not be enough for some mentees to
be able to formulate their mentoring goals, and thus they can think
about their professional and personal priorities and make them clearer
during the whole one year of the program when they have a chance to
attend soft-skills courses and communicate and cooperate with fellow
mentees. Such mentees have the opportunity to stay in the program
for the next year and only then clearly formulate their mentoring plan
and approach a suitable mentor (see Program duration).
Program content
Content of the cooperation of the pairs depends on their initial agreement
and goals of the mentees. The options are very diverse – from
coffee talks to their joint conference contribution or article.
As part of the program, there are voluntary group activities that take
place in the form of workshops, seminars and discussions focused on
professional and personal development (see Courses), or in the form
of self-help smaller groups established and organized by the mentees
themselves (for example, methodological texts reading groups). Group
activities also help networking, strengthening relationships and mutual
support among the mentees.
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Conclusion of the program
In December, the final evaluation of the program is conducted through
a questionnaire and focus group with mentees. Mentees and mentors
evaluate the benefits of the program, and whether and how they have
managed to achieve their individual mentoring goals. Coordinators
reflect the outcome of the evaluation in changes to the program conception
for the next year.
Schematic course of the mentoring program:
Online registration
↓
Introductory workshop with program coordinators
(formulation of individual mentoring goals)
↓
Mentoring matching process
(contacting potential mentor/s)
↓
Introductory meeting/s with potential mentor/s
↓
Signing of the mentoring agreement
between mentee and mentor
↓
Mentoring pair’s own program
+ soft skills courses + mentees self-help activities
↓
Final evaluation of the program
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Courses
The mentoring program includes professional and personal development
courses, so-called soft skills. Throughout the year, we
offer courses focused on:
time management
identification of your strengths
burnout prevention – stress management
management skills
project management basics
financial project management
how to write a competitive project
academic writing
communication skills
presentation skills
This offer is not final. Courses are tailored to meet mentees’
needs. Participation in the courses is optional and free of charge.
Due to the high cost of these courses and limited number
of attendees, it is necessary to register or unregister well in
advance. If you cannot attend a course you are interested in, you
can complete it next year with participants of the next year of
the program.
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Role of mentor
The role of a mentor is to encourage his/her mentees’ sense of responsibility
for their own professional and personal development, to share
their knowledge, experience and opinions and to inspire the mentees
through their activities, to be a role model.
For doctoral and postdoctoral researchers, effective mentoring can
be a key element in their scientific career. Therefore, a good mentor
should have enough time for his/her mentee to work together in order
to build a relationship based on mutual respect and understanding.
The mentor has several roles:
counselor – professionally more experienced person who is
willing to share his/her knowledge and experience and to
consult mentee’s decisions
supporter – provides emotional and moral support
tutor – provides feedback on specific activities (presentations,
discussions, paper etc.)
expert – mentor is “a master” and mentee is “an apprentice”
role model – inspiration for what type of researcher to be
and how to balance professional and personal life
sponsor – provides/mediates an acces to resources relevant
for professional growth and progress (e. g. introduces the
mentee to other scientists with whom (s)he could cooperate
in the future or involves her/him to important professional
networks)
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Mentor should
encourage the mentee in development (of his/her professional
ambitions and skills, in personal development)
be interested in innovations and developments in his/her field
have a positive approach to his/her work
have empathy and understand the situations the mentee may face
be consistent with his/her opinions and attitudes
have patience
be available
Areas of possible support from a mentor
support and inspiration in setting career and research goals
consultation of professional plans
discussion of career and research opportunities
help understand the functioning of the academic field
cooperation on research papers
joint participation in professional conferences
engagement in professional networks (including foreign ones)
consultations on conduct of scientific activities.(e.g. writing, teaching,
team management, project coordination)
work-life balance (help with clarifying priorities, advice on time
management etc.)
references to relevant (not only academic) workplaces (including
foreign ones)
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Mentor’s benefits from doing mentoring work
a good feeling from helping less experienced colleagues
professional discussions with younger colleagues
new views on their field of activity or research plan
another institution’s perspective
an overview of new trends or technologies in their or related field
improving their communication and leadership skills
a sense of fulfillment from passing on their knowledge
inspirations for self-reflection, better self-knowledge,
and further personal and professional development
expanding their professional networks
a new co-worker
to gain more respect in the field as a good mentor
Mentoring relationship benefits depend on both parties’ personal contributions
and the setting of their relationship.
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Difference between mentor and supervisor:
The mentoring relationship has a different purpose than
that of a supervisor and Ph.D. candidate. The goals of a
supervisor-Ph.D. candidate relationship are predetermined;
the main objective is to prepare the candidate to successfully
defend his/her dissertation thesis. The goals of the mentoring
relationship are, on the contrary, determined by mentees
themselves according to their individual needs. These
goals may not be directly related to the Ph.D. program. For
example, a mentee may want to find out how his/her mentor
started the career and how (s)he got to where (s)he is
today. The mentor (unlike supervisor) may be from a different
field than the mentee.
What is essential for the mentor is that mentees are not
dependent on him/her in any formal way (they are not his/
her students or subordinates). In order to eliminate potential
dependence or competition it is ideal if the mentor is from
an institution other than the one at which the mentee is
currently studying or working. Independence allows a more
open relationship. Mentees can confide with problems and
concerns that may put them at risk in their home institution.
They also can take a critical attitude towards their institution,
and their mentor can help them safely see how it works
elsewhere.
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Tips for mentors
Mentoring leadership, like any other skills (e.g. teaching), evolves and
improves over time. To give your mentees the best mentoring you are
capable of, we have some tips for you:
at the beginning, clarify mutual expectations with your mentee;
evaluate what can you do to help him/her and how much time
are you able to spend on mentoring (the result should be put into
the written agreement)
discuss the form, frequency, and duration of your meetings, ideally
make a schedule right away and write the dates to your diaries
(for example, based on conferences dates where you can meet, or
deadlines in journals in which you could co-publish)
listen to and discuss the opinions of your mentee
encourage your mentee in pursuing his/her goals, independence,
and career path – do not make your „clone“ out of him/her
protect your time together; try to avoid being interrupted during
meetings (schedule your meetings at the most convenient time –
e.i. some pairs have breakfasts together; if you are from different
cities or abroad, you can arrange for skyping, or meeting during
conferences)
introduce the mentee to your colleagues, familiarize him/her with
your contact networks (e.i. take the mentee for lunch at your
workplace, or invite him/her to a conference at your institution)
remember that the mentee can be very busy as well; make changes
to the agreed dates as little as possible
do not abuse your authority to keep him/her busy with tasks that
are not related to mentoring (e.g. babysitting, interviews transcriptions,
etc.)
share your life story – career advancement, (non-) achievement
of your dreams and goals, current (dis) satisfaction, your further
career paths and plans to achieve them
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if you would like to receive support or advice from other mentors,
contact program coordinators to arrange you meeting/contact
with other mentors
if there is a situation in your mentoring relationship that you may
not want to address with your mentee, contact program coordinators;
also in case of any other queries – we are here for you
If you are interested in getting in touch with experienced mentors
from foreign academic and research institutions, we can mediate
contact for you. Please see the section List of eument-net members (or
eument-net website www.eument-net.eu) and let us know from which
mentoring programs your mentor should be. Some institutions offer
short internships for mentors and cover travel expenses.
.
Experience exchange with fellow mentees can be as beneficial as talking with a mentor.
Tomáš Buryška, Faculty of Science at Masaryk University, Microbiology
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Role of mentees
A key feature of mentees role is activity, own initiative. Mentees must
know what kind of support they expect from their mentor and must
approach him/her with a concrete vision of their mentoring relationship
and cooperation. Throughout the program, the mentee is the one
who shows the most activity. Mentees are not passive recipients.
Mentee should
clearly define areas to focus on within the program (with regard
to his/her short-term and long-term career goals)
be proactive (independently seek out appropriate opportunities
for his/her development and take responsibility for them; contact
his/her mentor actively)
be open to constructive criticism from his/her mentor
be ready to learn new things
ask relevant questions (be prepared for mentoring meetings so
that the mentor does not feel like (s)he is wasting his/her time)
be prepared to share his/her experience, knowledge and opinions
with the mentor and fellow mentees
be reliable to his/her mentor and program coordinators
Mentee’s benefits from cooperation with a mentor
invaluable help and advice from a more experienced researcher
example and inspiration for his/her own professional and personal
life
access to professionally important networks
support in his/her scientific efforts
external perspective on his/her research (from a different institution,
field, country)
information on the possibilities of research funding
(mediation of) engagement in international projects
better orientation in his/her field
information on the possibilities of getting a position and career
advancement at different institutions in the Czech Republic or
abroad
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What else can mentees learn from their mentors?
what their normal working day looks like
what is the typical career advancement in their institution
which institutions and people do they work with and why
what kind of knowledge or qualification they consider to be the
most important for their field
what form of qualification improvement is the most effective in
the field
what kinds of mentee’s knowledge, competencies and qualities
require improvement
Mentees can have a significant benefit not only from cooperation with
their mentor but also from sharing their experience with fellow mentees.
It is beneficial to find out that they do not have to solve certain problems
themselves and talk to people in a similar situation about the possible
solutions and negotiation strategies they have experience with.
Tips for mentees
Getting a good mentor can be a crucial moment in your scientific
career. Therefore, take your time when selecting the right person.
To facilitate your decision-making process, we have a few recommendations
for you.
More tips:
feel free to ask your mentor about anything you want to know
- whether from his/her professional or private life; only you two
determine the boundaries of the relationship
if you have a tip for other participants of the program, or you
would like to receive support or advice from other mentees, use
Facebook group or contact program coordinators
if there is a situation in your mentoring relationship that you may
not want to address with your mentor, contact program coordinators;
also in case of any other queries – we are here for you
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How to choose a mentor?
identify your key areas for mentoring
set up realistic mentoring goals (the introductory workshop
will help)
think about what (s)he should be like in order to be able to
help you achieve your mentoring goals in the most efficient
way (gender, age, children, field, specialization, job position,
type of institution, working experience outside the academic
field, working experience from abroad, experience with
decision-making positions – with membership in editorial
boards of relevant journals, with editor-in-chief position,
with membership in grant committees, etc.)
consider your time options (flexibility and amount of time
you are able to spend on the program); if you choose a
mentor from a different city (or working abroad), it may be
more difficult to hold joint meetings, on the other hand,
such a mentoring relationship can greatly expand your horizons
beyond your familiar environment; there is no need to
have too many personal meetings (specific questions can be
consulted via e-mail, phone or Skype)
we recommend to have a mentor from an institution other
than the one at which you are currently studying/working,
as it allows for greater openness and criticism on both sides,
and also fears of competition are eliminated
a good mentor may even be a person with whom you do
not have to fully share your life attitudes and values – even
that person can show you possible career and life strategies
and, thanks to mutual differences, you can better realize
your own goals, needs, and priorities
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How to formulate your
mentoring goals (sample)
For successful mentoring, the mentees have to determine in which
areas they need help, and how to get the help. We recommend mentees
to formulate their key areas for cooperation with their mentor
(e.g. to make research work more effective, to explore/find new job
opportunities, etc.), and to propose concrete steps to achieve their
mentoring goals (e.g. to discuss with mentor various work strategies,
to get acquainted with mentor’s colleagues and students). Preparing a
specific mentoring plan is the subject of the introductory workshop for
mentees.
Area:
Steps to reach the goal Success achieved when:
1.
2.
3.
Area:
Steps to reach the goal Success achieved when:
1.
2.
3.
Area:
Steps to reach the goal Success achieved when:
1.
2.
3.
24
The Agreement between the
Mentor and the Mentee (sample)
Name of Mentor:�������������������������������������������������������������������������������������
Name of Mentee:�������������������������������������������������������������������������������������
Duration of mentoring: March – December 2018
Form, frequency, and preliminary meeting dates:
Date and time of the meeting Form and content of the meeting
At the end of each meeting, the next contact date will be confirmed.
Additional forms and rules of communication: ���������������������������������������
Mentor’s and mentee’s COMMITMENTS
The Mentor agrees to support the Mentee by::
maintaining a professional and ethical working relationship, in
keeping with this Agreement
ensuring a safe and supportive environment for each meeting
challenging the Mentee with respect to the attainment of set
goals
keeping all commitments regarding the scheduling of contacts
and meetings
being open, honest and respectful in all communications with
the Mentee
responding to phone calls or e-mails from the Mentee as soon as
possible
25
The Mentee agrees to participate in the mentoring
relationship as follows:
to act honestly and actively to meet his/her commitments and to
achieve set goals (contact the Mentor with relevant queries)
to keep all commitments regarding the scheduling of contacts
and meetings
to accept constructive criticism
to be willing to experiment with different behaviors and new
concepts of work that are discussed during mentoring meetings
to respond to phone calls or e-mails from the Mentor as soon as
possible
CONFIDENTIALITY:
We agree to keep all conversations content during
the mentoring meetings confidential..
TERMINATION OF THIS AGREEMENT:
The process below will be followed where either the Mentor or Mentee
decide to terminate the mentoring relationship:
I. The partner wishing to terminate the Agreement will inform the
other party why they wish to terminate the mentoring relationship
and provide specific information about the reasons for his/
her decision as soon as possible.
II. Both parties will then discuss the situation and seek changes that
will resolve the issue.
III. The agreement will be made in respect to what changes will be
implemented to address the concerns raised and a suitable time
will be allowed to „trial“ the altered arrangements.
IV. Should no mutually agreeable alternatives be found, the Mentor
and Mentee may consult with project coordinators in order to
seek a workable solution.
V. If no mutually agreeable alternatives can be reached, the mentoring
relationship will be ended in a polite and professional
manner in written form.
------------------------------------------- -------------------------------------------
Date and Signature of the Mentee Date and Signature of the Mentor
26
Program coordinators
Who to contact in case of any questions or issue:
Kateřina Cidlinská
katerina.cidlinska@soc.cas.cz
210 310 322
Karolína Vašíčková
karolina.vasickova@soc.cas.cz
210 310 322
Centre for Gender & Science
Institute of Sociology, Czech Academy of Sciences
Jilská 1
110 00 Praha 1
27
List of references and sources
Literature:
Chao, G. T.; Walz, P. M.; Gardner, P. D. 1992. „Formal and Informal Mentorships:
A Comparison on Mentoring Functions and Contrast with Non-mentored
Counterparts.“ Personal Psychology 45 (3): 619–637.
de Vries, J. 2015. Is my bias showing? The role of sponsorship in building scientific
careers. Poster presented at Gender Summit GS7, Berlin 2015. Available at: https://
static1.squarespace.com/static/506ad3dae4b00f5f2f4c9f0a/t/58a50be01e5b-
6c3a10ae436f/1487211501112/Gender+Summit+poster+JDV+FINAL.pdf
European Commission. 2015. She Figures 2015. Available at: https://ec.europa.
eu/research/swafs/pdf/pub_gender_equality/she_figures_2015-final.pdf.
Víznerová, H. 2017. Genderová rovnost ve vaší výzkumné instituci: jak na to.
Praha: Sociologický ústav AV ČR, v.v.i.
Vohlídalová, M., Linková, M. 2016. Gender and Neoliberalism in Czech
Academia. Praha: SLON
Internet sources:
Ada Lovelace Projekt. Mentoring-Programm. Available at:
Argonne National Laboratory. Postdoctoral Mentoring Program. Available at:
Association of American Medical Colleges. (2006).Compact Between Postdoctoral
Appointees and Their Mentors. Available at: < http://www.aamc.org/
postdoccompact>
Burroughs Wellcome Fund, Howard Hughes Medical Institute. 2006. Making
the Right Moves: A Practical Guide to Scientific Management for Postdocs and
New Faculty. Available at:
28
Georgetown University Medical Center Faculty Mentoring Program. Guidelines
for Mentors and Mentees. Available at: http://www.uams.edu/facultyaffairs/
word%20docs/Georgetown%20mentoring%20guide.pdf
Johannes Gutenberg University. Christine de Pizan – Programm. Available at:
National Center for Women & Information Technology, Anita Borg Institute
for Women in Technology. Protégée’s Guide. Available at:
National Postdoctoral Association. Developing a Mentoring Plan. Available at:
http://www.bumc.bu.edu/facdev-medicine/files/2011/01/Developing-a-Post-
doctoral-Mentoring-Plan-National-Postdoctoral-Association.pdf
Ramani, S., Gruppen, L. & Kachur, E. K. 2006. Twelve tips for developing effective
mentors. In: Medical Teacher, Vol. 28, No. 5, 2006, pp. 404-408 University of
Cambridge. Guidelines on mentoring for newly appointed staff. Available at:
Other useful literature:
American Heart Association. 2008. Mentoring Handbook. Dallas: American
Heart Association
Dean, D. J.. 2009. Getting the Most out of Your Mentoring Relationships.
A Handbook for Women in STEM. New York: Springer
National Academy of Sciences, National Academy of Engineering, Institute of
Medicine. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to
Students in Science and Engineering. Washington, DC: National Academy Press
Olivero, O.A. 2014. Interdisciplinary Mentoring in Science. Strategies for Success.
Oxford: Academic Press
Rayburn, C. A., Denmark F. L., Reuder M. E., Austria, A. M. (eds.). 2010. A
Handbook for Women Mentors: Transcending Barriers of Stereotype, Race,
and Ethnicity. Santa Barbara: Praeger
29
List of eument-net members
Programs for women in all disciplines
SelmaMeyerMentoring
Heinrich-Heine-University Dusseldorf
Goals of the program::
to increase the number of women in the leading positions (female
professors and female researchers outside of the academia)
to help qualified and dedicated young female researchers to
identify and develop their skills and abilities and integrate them
systematically into their career plans
Mentees: Ph.D. students, postdocs, researchers at an advanced stage
of obtaining their post-doctoral lecturer qualification (Habilitation)
Mentors: university professors and researchers, experienced management
personnel from the private sector
Discipline: all disciplines
Format: 3 modules: 1) one-to-one or peer-group-mentoring; 2) professional
and personnel development workshops with external trainer;
3) networking events
Timetable: 18 months, not related to the school year schedule
Successes and good practice: increased number of female professors
(12,6% in 2006, 22,7% in 2016); strong influence on individual success
of the mentees; the program is well-known at the university and highly
recognized among researchers and management
Obstacles, challenges, questions and plans: multidimensional goal –
difficult to measure
Institutional position of coordinators: Equal Opportunities Office
30
Institutional embedding of the program: part of gender action plan
Funding: institutional, project funding, partners co-funding (Bergisch
University Wuppertal)
Website: http://www.uniduesseldorf.de/home/universitaet/strukturen/
beauftragte/gleichstellungsbeauftragte/selmameyermentoring.html
Contact person: Ekaterina Masetkina, masetkina@hhu.de
Programs for women in all disciplines
Mentoring Program GENOVATE@UNINA
University of Naples Federico II (UNINA)
Goals of the program:
to support young women researchers in identifying their own
career goals and in focusing on their accomplishments
to act as a transformational process, promoting diversity in academic
contexts and contrasting academic practices that may cling
to gender-neutral assumptions
Mentees: Ph.D. students, postdocs, researches
Mentors: associate professors, full professors
Discipline: all disciplines
Format: one-to-one mentoring
Timetable: 12-18 months
Obstacles, challenges, questions and plans: The final aim of the study
based on the program evaluation is to design a model of mentoring
able to de-construct gendering processes acting in science and to work
31
as a transformative tool towards gender equality in academia. Coordinators
are working to enhance the mentoring networking and provide
to mentors and mentees more tools in order to achieve the mentoring
aims and address gender equality in academia.
Institutional position of coordinators:
Institutional embedding of the program: part of the Gender Equality
Action Plan
Funding: project funding
Website: http://www.genovate.unina.it/
Contact person: Ilenia Picardi, ilenia.picardi@unina.it
Programs for women in all disciplines
Mentorat relève - Subside tremplin - Mentoring
for International Companies
University of Geneva
Goals of the program:
increase number of female researchers on the top management
Mentees: Ph.D. students, postdocs, researches
Mentors: full professors, group leaders, deans, rectorate of the university
Discipline: all disciplines
Format: one-to-one mentoring, professional and personnel development
courses
Timetable:
Institutional position of coordinators: project officer,
Equal Opportunities Office
32
Institutional embedding of the program: part of the Gender Action
Plan
Funding: institutional
Website: https://www.unige.ch/rectorat/egalite/programmes/mentorat
-releve/
https://www.unige.ch/rectorat/egalite/programmes/subside-tremplin/
Contact person: Olivia Och, Olivia.Och@unige.ch
Programs for women in all disciplines
Career-Mentoring III
Danube University Krems (joint program - universities from Krems,
Linz and Salzburg)
Goals of the program:
to support the careers of less experienced female academics
to create, exemplify and utilize synergies between the three
universities
to contribute to the superior goal of raising the percentage of
women in leading positions and among professors at the participating
universities
Mentees: PhD students, postdocs
Mentors: academics/researchers from universities (professors) or other
research institutions
Discipline: all disciplines
Format: one-to-one mentoring, individual coaching and career development
training
33
Timetable: 1.5 year (current cycle started on Sept. 2017)
Successes and good practice: mentees improved their knowledge in
how to pursue their individual academic career, how to improve their
self-representation and how to understand the “rules of the game” in
academia better
Obstacles, challenges, questions and plans: recruiting a sufficient
number of suitable mentees and ensuring their commitment throughout
the entire program duration; warranting their commitment
throughout the duration of the program (demanding working conditions,
“gender fatigue”)
Institutional position of coordinators: Gender Equity Office
Institutional embedding of the program: part of University Development
Plan
Funding: institutional
Website: www.donau-uni.ac.at/gender/mentoring
Contact persons: Doris Czepa and Michaela Gindl, michaela.gindl@
donau-uni.ac.at
Programs for women in all disciplines
Réseau romand de mentoring pour femmes
University of Fribourg
Goals of the program:
support junior women scientists who aim at a career in academia
Mentees: advanced PhD students, postdocs on the way of professorship
Mentors: women and men professors in Swiss universities and abroad
34
Discipline: all disciplines
Format: one-to-one mentoring, soft skills workshops, peer groups
Timetable: 2 years (about 1.5 year for the mentoring relationship)
Successes and good practice: Mentees received the support they were
expecting. They expanded their national and international networks
and were encouraged to continue their academic career. The statistics
for all program editions 1-8 show that 14% of the former Réseau
romand mentees now have a position as a full, associate or assistant
professor at university or EPFL/ETH level, at a university of applied
sciences or a school of education.
Institutional position of coordinators: 1) coordinator: scientific collaborator,
part of administrative and technical staff of the University of Fribourg;
2) head: head of gender equality office, University of Fribourg
Institutional embedding of the program: part of gender action plan
2017-20 of all partners institutions (part of SNSF-Swiss National Science
Foundation gender strategy)
Funding: project funding
Website: http://www.unifr.ch/f-mentoring/en/welcome/reseauromand
Contact person: Muriel Besson, muriel.besson@unifr.ch
Programs for women in STEM disciplines
Mentoring Hessen (ProCareer.MINT, ProCareer.Doc,
ProAcademia, ProProfessur)
Mentoring Hessen, Goethe University Frankfurt and 10 other Hessian
Universities
35
Goals of the program:
to increase the percentage of women occupying attractive specialist
and executive positions in business and science
to provide preparation for professional life and encouraging women
for their career steps (empowerment)
to give orientation and help to make reflected decisions when
confronted with multiple career path choices
to improve the accessibility and transition between careers paths
in science and business
to promote equality-oriented cultures in science and business
Mentees: 1) ProCareer.MINT: students; 2) ProCareer.Doc: PhD students
and postdocs;
3) ProAcademia: postdocs and advanced PhD students aiming at a career
in Science; 4) ProProfessur: professorship candidates
Mentors: 1) + 2) ProCareer.MINT and ProCareer.Doc: Successful women
in business, research, administration and science management; 3) +
4) ProAcademia and ProProfessur: Professors in science and Research
(female and male)
Discipline: 1) ProCareer.MINT: STEM; 2) ProCareer.Doc: all disciplines; 3)
ProAcademia: all disciplines; 4) ProProfessur: all disciplines
Format: one-to-one mentoring, peer groups, professional and personnel
development and qualification courses, networking, field excursions
to enterprises and research institutes
Timetable: 1) ProCareer.MINT: 12 month, starting in June each year;
2) ProCareer.Doc: 15 month, starting in June each year; 3) ProAcademia:
15 month, starting, in May each year; 4) ProProfessur: 18
months, starting in May, every two years
Successes and good practice: a lot of alumni are in leadership positions
and professorships; evaluation confirms the benefit for both mentees
and mentors
36
Obstacles, challenges, questions and plans: we are looking for cooperation
with other mentoring programs in Europe for exchange and
networking between coordinators but also between mentees and
mentors for their need of international networking
Institutional position of coordinators: the office of Mentoring Hessen
is part of the Goethe University Frankfurt, attached to the Equal Opportunity
Office
Institutional embedding of the program: part of Gender Action Plans
of the 11 Hessian Universities
Funding: institutional, cooperation with 11 enterprises and 3 research
institutes
Website: http://mentoringhessen.de/
Contact person: Ulrike Kéré, kere@mentoringhessen.de
Programs for women in STEM disciplines
dynaMENT Mentoring for Women in Natural Sciences
University of Hamburg (MIN Faculty Cluster of Excellence CUI, Collaborative
Research Center SFB 676 und SFB 925), DESY, MPSD and PIER
Helmholtz Graduate School
Goals of the program:
to increase female participation on all levels in Natural Sciences
(equality)
to support and encourage women to pursue a career in science
Mentees: PhD students, postdocs (members of the project partners)
Mentors: female professors and leading scientists
Discipline: natural sciences
37
Format: one-to-one mentoring, networking events and workshops
Timetable: 1 year (starts in July)
Successes and good practice: Both mentees and mentors were satisfied
with the organization and topics of the workshops/events. The mentees
saw it as a great opportunity because they could benefit from the
experience of a successful female researcher. With the support of their
mentor they gained deeper insight into the scientific career landscape.
They described that the mentors provided not merely a second opinion,
but rather wise guidance based on rich professional experience.
The mentors stated that they enjoyed seeing mentees grow and become
more aware of their possibilities and options, and trusting their
own plans and ideas.
Obstacles, challenges, questions and plans: At the moment we work
on a questionnaire for the former mentees (2015/2016) to figure out
which career paths they took and where they are today. For the future
development of the program we are constantly working on new ideas
for training formats, training topics and networking events as well as
cooperation.
Institutional position of coordinators: project management and coordination
(office?)
Institutional embedding of the program: The project is a joint venture
of CUI, DESY, Max Planck Institute for the Structure and Dynamics of
Matter, MIN Faculty Universität Hamburg, PIER Helmholtz Graduate
School, SFB 676 and SFB 925.
Funding: joint venture of 7 different partners
Website: https://www.dynament.de/
Contact person: Anika Ostermaier-Grabow, mentoring@dynaMENT.de
38
Programs for women in STEM disciplines
kite-mentoring
University of Freiburg
Goals of the program:
to support female PhD candidates and postdocs regarding: career
planning, job search and application, developing personal skills,
work-life balance, leadership and communication, networking,
career days, contact to different companies
Mentees: PhD candidates and postdocs
Mentors: mentors are man and women from academia (not only from
UF) and industry
Discipline: natural sciences (physics, chemistry, pharmacy, mathematics,
computer sciences, engineering, biology, medicine)
Format: one-to-one mentoring, peer group mentoring (organized by
the mentees themselves), courses and trainings (all events are voluntary)
Timetable: 1 – 1.5 years (starting point is according to the request),
the program is open and flexible (registration is possible in any stage
of the career - PhD and postdoc position)
Successes and good practice: mentees can register any time during a
year and be part of the group (better than to have a „waiting list“);
peer group is running all the time, organized by the mentees and in
concordance with the methods of peer mentoring they have learned
during the trainings
Obstacles, challenges, questions and plans: difficulty to find the mentors
(we do not have our own mentor database yet); cooperation with
other mentoring programs of the University Freiburg, the city of Freiburg
and the network of the mentoring programs of Baden-Württemberg
(LaKOG); extension of the mentoring program for men is being
considered (What is the experience from other programs? Do we still
need mentoring?)
39
Institutional position of coordinators: Coordinator of the „kite-mentoring“
program, Faculty of Engineering, Cluster of excellence „Brain-
Links-BrainTools“
Institutional embedding of the program: coordinators are in contact
with the Gender and Diversity Office and the Gender Equality Office
of the University Freiburg
Funding: institutional, project funding - pooled gender money from
different research programs (gender allowances from programs of
the DFG) and contribution of some faculties (consequently, all junior
female scientists of the contributing partners can participate in the
kite-mentoring program)
Website: https://www.brainlinks-braintools.uni-freiburg.de/gender
-equality/kite-mentoring/
Contact person: Evelyn Rusdea, kite-mentoring@mail.uni-freiburg.de
Programs for women in STEM disciplines
via:mento_ocean
Kiel University
Goals of the program:
to support female scientists in non-permanent positions in developing
their academic careers
Mentees: PhD students, postdocs (who are continuing their academic
career, aiming for a professorship or a permanent senior research scientist
position)
Mentors: experienced professors and senior scientists in permanent
positions, who are members of any (German) university or non-university
research institute
40
Discipline: all areas of Kiel Marine Sciences
Format: one-to-one mentoring, networking activities, workshops on
different topics of general relevance for a successful career development
in academia; the whole program is in English
Timetable: Normally 21 months (this year just 16 months - 4 months to
prepare the mentoring relationship, 12 months mentoring)
Successes and good practice: via:mento_ocean is the only German
mentoring program in academia for a specific field and conducted in
English in order to give female postdocs the opportunity to build up a
network within a very internationally oriented community
Obstacles, challenges, questions and plans: this year we will have also
doctoral researchers in the program - we do not know, if it will be a success
or not; plan - cooperation with other cluster of excellence or with
other international programs in the field Marine Sciences
Institutional position of coordinators: coordinator for gender measures
Cluster of Excellence ‚The Future Ocean‘ and coordination via:mento_ocean;
working for the project „Future Ocean“ but collocated in
the „Central Office for Gender Equality, Diversity & Family“ of the
whole university
Institutional embedding of the program: Central Office for Gender
Equality, Diversity & Family; via:mento_ocean is a branch of via:mento
for (post)docs of the Kiel Marine Sciences
Funding: project funding
Website: https://www.mentoringocean.uni-kiel.de/en
Contact person: Marta Chiarinotti, mchiarinotti@gb.uni-kiel.de
41
Programs for both women and men in all disciplines
Cross Cultural Mentoring Program
University of Stuttgart
Goals of the program:
Creating a culture of diversity on the campus of the University.
The „learning from each other“ is a key aspect of the program.
Strengthening the social integration of international students
and their participation in the academic and student life at the
university.
Supporting and advising the international students in the initial
study phase in order to improve their technical and linguistic
skills.
Mentees: international full-time students in their 1st and 2nd semester
(BA and MA)
Mentors: students of all study-fields (from the 3rd semester on)
Discipline: all disciplines
Format: one-to-one mentoring, courses, networking etc.
Timetable: every semester (April-September; October-March)
Successes and good practice: easy to find committed mentors; extra
care to the matching process; the offer of interesting program of
leisure activities and networking possibilities; we would like to serve as
best practice to other universities who want to establish programs with
international aspects - we offer support and advice in every step of the
process of building up such a program
Institutional position of coordinators: Project Manager in the International
Office of the University
Institutional embedding of the program: part of the internationalization
strategy
42
Funding: project funding
Website: www.ia.uni-stuttgart.de/ikmentoring
Contact persons: Maja Heidenreich, heidenreich@ia.uni-stuttgart.de
Programs for both women and men in all disciplines
MenTa – Talent Also Needs Mentoring
Ghent University
Goals of the program:
Career mentoring for postdocs wishing to pursue
a non-academic career
Mentees: postdocs (Belgian and international)
Mentors: former doctoral candidates or postdocs pursuing a non-academic
career (either within our outside academia) or other people with
great affinity with the target group
Discipline: all disciplines
Format: one-to-one mentoring, networking events, professional/personal
development workshops and activities
Timetable: 1 calendar year (every two years a new edition is launched)
Successes and good practice: contribution to self-awareness of postdocs
regarding career opportunities outside academe; increase of the
visibility of postdoctoral researchers within and outside the institution;
help to establish sustainable network with stakeholders outside acade-
mia
Obstacles, challenges, questions and plans: difficulties to measure/
monitor real impact; how to coach/mentor mentors?; timetable - only
43
repeated every two years → some postdocs will miss out on the opportunity;
maybe interest in cooperation in the field of international
non-academic careers; collaboration with non-academic partners
Institutional position of coordinators: HR & Doctoral Schools officers
Institutional embedding of the program: part of a postdoc talent management
program
Funding: institutional, government subsidy
Website: www.ugent.be/doctoralschools/en/menta.htm
Contact persons: Dieter De Bruyn, dieter.debruyn@ugent.be
Programs for both women and men in all disciplines
Mentoring for Scholars at Risk (SAR Mentoring)
University of Cologne
Goals of the program:
effective support for SAR scholars’ integration into German academia
and culture;
strong focus on career planning and implementation;
to take global responsibility and actively protect the freedom of
education and science
Mentees: international postdocs and professors with refugee status or
being at risk
Mentors: academics and researcher at University of Cologne or other
institutions as well as people outside university
Discipline: all disciplines
44
Format: one-to-one mentoring, peer groups, workshops, networking,
coaching
Timetable: 1 year (January - December)
Obstacles, challenges, questions and plans: the program will hopefully
be continued after the evaluation of a pilot run in 2018
Institutional position of coordinators: Management position in the
Department for academic staff development
Institutional embedding of the program: Project of the Department
for academic staff development in cooperation with International
office
Funding: project funding
Website:
Contact Persons: Katrin Pieper, k.pieper@verw.uni-koeln.de
Programs for both women and men in all disciplines
Mentoring for Early Career Researchers
Institute of Sociology, Czech Academy of Sciences
Goals of the program:
to support the professional development of doctoral students
and postdoctoral researchers
to facilitate the launch of their academic career
to help them make future plans
Mentees: Ph.D. candidates and postdocs
Mentors: academics and researchers from institutions in the Czech
Republic and abroad
45
Discipline: all disciplines
Format: one-to-one mentoring, professional and personnel development
workshops with external trainer
Timetable: 1 year (March - December)
Obstacles, challenges, questions and plans:
low priority for mentees (lack of motivation to attend workshops,
no apologies from registered attendees etc.)
how to make mentees more disciplined (e.g. registration fees?)
we plan to transform the national program to international one
Institutional position of coordinator: Ph.D. candidate in the Centre for
Gender & Science
Institutional embedding of the program: Project of the Centre for Gender
& Science, Institute of Sociology, Czech Academy of Sciences
Funding: project funding
Website: http://genderaveda.cz/en/mentoring-en/
Contact Persons: Kateřina Cidlinská, katerina.cidlinska@soc.cas.cz
Programs for both women and
men in STEM disciplines
Mentoring Program for Early Stage Researchers at UCT Prague
University of Chemistry and Technology, Prague
Goals of the program:
to help to start up scientific career for early stage researchers
(PhD students and post-docs), particularly female researchers
46
Mentees: PhD students, post-docs (preferably women but also men and
foreigners)
Mentors: people outside UCT or from another faculty then a mentee,
from both academic and private sectors according preferences of men-
tees
Discipline: chemistry - all branches as are the study programs of UCT
Prague
Format: one-to-one mentoring (we have also a group of 1 mentee and
2 mentors)
Timetable: 10 months (March-December)
Obstacles, challenges, questions and plans: some senior researchers
of UCT Prague do not understand the importance of mentoring and
consider it worthless
Institutional position of coordinators: Advisory and Career Centre
Institutional embedding of the program: The 1st edition was financed
under the FP7 project TRIGGER, currently the program is financed from
the internal funding under the Institutional plan of development of
UCT Prague 2016-2018
Funding: institutional, project funding
Website: http://kariera.vscht.cz/mentoring
Contact person: Anna Mittnerová, Anna.Mittnerova@vscht.cz
47
Programs for both women and
men in STEM disciplines
Mentoring, Coaching and Training for scientists at EPFL
Ecole polytechnique fédérale de Lausanne (EPFL)
Goals of the program:
support for progress in Ph.D. thesis writing process
career development
advice during tenure track
Mentees:
Ph.D. candidates
female PhDs and postdocs
tenure track professors
Mentors:
EPFL faculty (co-supervisors of Ph.D. candidates)
mentors from academic and non-academic institutions
EPFL faculty
Discipline: all EPFL disciplines
Format:
one-to-one mentoring
one-to-one and peer mentoring
one-to-one mentoring
Timetable:
the whole PhD training (from enrolling to PhD training to gaining
Ph.D. degree)
1 year
during Tenure Track period
48
Institutional Position of Coordinators:
PhD program coordinator
specific mentoring program coordinator
head of school or institute
Institutional embedding of the program: a) EPFL; b) ETH Domain; c) EPFL
Funding: a) EPFL; b) ETH Domain; c) EPFL
Website: a) - ; b) http://www.fix-the-leaky-pipeline.ch/; c) Contact
person for equal opportunities:
Helene Füger, helene.fueger@epfl.ch
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The handbook was developed as part of the project “Center for Gender and
Science 2017 - 2020” (INTER-INFORM), MEYS, LTI17 and supporting the longterm
conceptual development of the research organization RVO: 68378025.
© Center for Gender and Science
Institute of Sociology of the Czech Academy of Sciences, Praha 2017
ISBN: 978-80-7330-332-7 (print)
ISBN: 978-80-7330-333-4 (online)
MENTORING
Career Development of Early Career Researchers
Kateřina Cidlinská, Martina Fucimanová
Cover design: Ivana Čeljuska
Typesetting: Michal Pytlík
Published by: Institute of Sociology of the Czech Academy of Sciences
Praha 2018
3. FLOOR
SATISFACTION IN PROFESSIONAL
AND PERSONAL LIFE
2. FLOOR
INTERNATIONAL COOPERATION,
SUCCESSFUL RETURN FROM PARENTAL LEAVE
1. FLOOR
FIRST PUBLICATION, OBTAINING A GRANT