If You Build It They Might Come: New Study Examines Motivation as a Consideration when Developing Virtual Mentoring Programs

Hennig, F., Wesche, J. S., Handke, L., & Kerschreiter, R. (2024). Designing virtual mentoring programs based on students’ motivation to participate: A qualitative study. Information and Learning Science.

Introduction

The necessity for social distancing during the pandemic accelerated the adoption of Virtual Mentoring Programs (VMPs), which utilize digital communication channels to maintain mentor-mentee relationships remotely.

Hennig et al. (2024) delve into the motivations behind participation in VMPs, and explore how these motivations can inform the effective design of such programs in a post-pandemic world.

Methods

Qualitative data was collected from 200 university students. Participants were asked to imagine themselves as either a mentor or a mentee in a hypothetical VMP and to provide their motivations for participation.

A combination of deductive and inductive qualitative content analysis was used to examine the data.  The final analysis yielded fourteen categories, which were divided into two broad themes: individual motivational factors and program-related motivational factors.

Results

• Individual Motivational Factors:
  • Potential mentors were motivated by wanting to make a difference in a mentee’s life, and by personal benefits, including gaining professional experience and developing new skills.
  • Potential mentees were primarily motivated by the opportunity to receive career guidance and support in navigating educational or professional challenges.
• Program-Related Motivational Factors:
  • The idea of virtual mentoring sparked hesitance in some, who worried about their ability to create a relationship virtually. Others reported appreciating the flexibility and accessibility of virtuality
  • Participants also reported general considerations about the time and effort required to participate, desire for an incentive, and curiosity about the process of selecting and matching mentors and mentees
  • Interestingly potential mentees reported desire for contact with other participants of the program, and mentors desire for training prior to beginning mentorship

Discussion

One of the most significant challenges identified is the tension between the flexibility offered by virtual mentoring and the potential for impaired relationship-building due to the lack of face-to-face interaction. This tension must be addressed by providing clear expectations, adequate training, and robust support structures within the program.

The authors suggest VMP’s should focus on three goals: 1) Selecting mentors and mentee’s well suited and interested in virtual mentoring 2) Focusing on fit of the mentoring matches: gathering information during recruitment and matching accordingly and 3) Programs should “capitalize on building adequate structures that support the mentoring relationship (and relationships beyond mentoring, if applicable)”.

Implications for Mentoring Program Developers

• Address Virtuality Challenges: Provide training for mentors on how to build meaningful connections and offer psychosocial support in a virtual setting.
• Clear Communication: Set clear expectations about the roles of mentors and mentees, consider comprehensive onboarding techniques, and provide ongoing support for relational difficulties and other unique challenges arising within the context of virtual mentoring.

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