Higher Ed Mentoring: What We Know About Mentoring and Career Success
Nabi, G., Walmsley, A., Mir, M., & Osman, S. (2024). The impact of mentoring in higher education on student career development: a systematic review and research agenda. Studies in Higher Education, 50(4), 739–755. https://doi.org/10.1080/03075079.2024.2354894
Introduction
Nabi and colleagues (2024) conducted the first systematic review focused specifically on how higher education (HE) mentoring programs influence student career development. Reviewing 73 empirical studies (1986–2023), the authors highlight a fragmented but generally positive evidence base showing that mentoring can support career choice, skills development, and transitions into work.
Methods
Nabi and colleagues (2024) followed a rigorous PRISMA-guided systematic review process. Studies were included if they were peer-reviewed, empirical, focused on higher education–based mentoring, and examined career-related outcomes. Research was drawn from four major databases and supplemented with targeted journal searches. The team used thematic analysis to classify outcomes into three categories: career-choice indicators (e.g., clarity, self-efficacy), skills-related indicators (e.g., research or planning skills), and transition-related indicators (e.g., professional identity, job attainment). Mentoring types were also coded by delivery (e.g., peer, group, online) and function (career vs. psychosocial).
Results
The review underscores mentoring’s value but warns against a one-size-fits-all approach. Career and psychosocial mentoring deliver different benefits, and cultural matching can be especially important for underrepresented STEM students. The authors call for research on emotional outcomes (e.g., inspiration), objective indicators (e.g., job attainment), and contextual moderators.
Discussion
The review underscores mentoring’s value but warns against a one-size-fits-all approach. Career and psychosocial mentoring deliver different benefits, and cultural matching can be especially important for underrepresented STEM students. The authors call for research on emotional outcomes (e.g., inspiration), objective indicators (e.g., job attainment), and contextual moderators.
Implications for Mentoring Programs
Mentoring programs should align their structure with specific goals—using psychosocial or peer models for confidence and adjustment, and career-focused mentoring for planning, networking, and job search skills. Cultural matching can strengthen outcomes for underrepresented students, particularly in STEM. Finally, programs should evaluate not only attitudes but also real-world outcomes, such as job attainment and successful transitions, to better capture mentoring’s true impact.
Read the full paper here.
