Guideline to the FAU mentoring programme …...ariadne‐[email protected] Prof. Dr. Friedlinde...

www.mentoring-tech-nat.fau.de/english-version.shtml.

ARIADNE TechNat

Guideline to the FAU mentoring programme

ARIADNE TechNatCareer development for female researchers and Master's students of the Faculty of Engineering and the Faculty of Sciences

Contents

The ARIADNETechNat team 2

ARIADNETechNat mentoring programme Background… 3

Project objectives…4

Target group… 5

Funding and duration… 5

3

Mentoring – concept, opportunities and responsibilities The concept of mentoring… 6

ARIADNE mentoring … 6

Opportunities for mentees … 7

Responsibilities of mentees … 8

Opportunities for mentors ... 9

Responsibilities of mentors ... 10

6

Mentoring framework programme Programme outline… 12

Skills seminars and workshops ... 13

Information and networking events… 13

Childcare… 13

Organisational information… 14

12

Organising and structuring mentoring meetings Kick‐off event, mentoring meetings, contact, end of programme… 15

Mentoring agreement… 17

15

Further reference and links 20

The ARIADNETechNat team

2

Dipl. Geol. Marion Kämmlein Programme coordination Am Weichselgarten 9

91058 Erlangen

Phone: +49 9131 85 64029

ariadne‐[email protected]

Prof. Dr. Friedlinde Götz‐Neunhoeffer Women’s Representative of the Faculty of Sciences Geozentrum Nordbayern

Schloßgarten 5 a 91054 Erlangen

Phone: +49 9131 85 25780

[email protected]

Prof. Dr. Barbara Kappes Women’s Representative of the Faculty of Engi‐neering

Chair of Medical Biotechnology Paul‐Gordan‐Str. 3 91052 Erlangen

Phone: +49 9131 85 23299

[email protected]

Dr. Imke Leicht Head of the Office of Equality and Diversity Bismarckstraße 6

91054 Erlangen

Phone: +49 9131 85 22951

gender‐und‐[email protected]

ARIADNETechNat mentoring programme

3

Background

Despite the prevalence of equal opportunities in education for all genders, there is still significant gen‐

der segregation among mid‐level academic staff and professors. The assumption that increasing num‐

bers of female students would lead to more women in senior academic positions in institutional

hierarchies has yet to be proved. Although women have just as much academic potential and ambition

as their male colleagues, differences in percentages of female and male researchers are evident in

specific subjects and at different academic qualification levels. A similar development can be observed

at Friedrich‐Alexander‐Universität Erlangen‐Nürnberg (FAU), especially at the Faculty of Sciences and

the Faculty of Engineering. At the Faculty of Engineering, the percentage of female students is below

25%.1 The percentage of women drops sharply among doctoral candidates (about 16%1), although a

year‐on‐year increase has emerged. At the Faculty of Sciences, the gender distribution among degree

students and doctoral candidates is relatively equal (47%1). However, the percentage of female re‐

searchers who have completed postdoctoral qualifications and professorships held by women at the

Faculty of Sciences (both approximately 17%1) show that women are still under‐represented in senior

academic positions2. Female researchers are more likely to abandon a research career in science and

engineering than their male counterparts. In these areas factors have been reported that ‘systemati‐

cally affect the progression of women in research careers and the equal representation of women in

senior academic positions as a matter of course’.3

The critical point at which women decide whether to continue a research career is during and after the

doctoral research phase. The drop out rate among female researchers is not only particularly striking

during the transition from doctoral to postdoctoral research, but it is also reflected in the appointment

of female researchers and reproduces gender asymmetries at the professorial level. Depending on the

subject area, this decline in the number of female researchers at universities varies greatly.

Complex interactions between multi‐dimensional factors inherent in institutional structures and char‐

acteristics of subject cultures have been linked to causing the under‐representation of women in senior

academic positions. Extensive sociological investigations have shown that structural and sociocultural

factors interact at an individual level giving rise to multi‐dimensional cause‐effect relationships that

lead to women ending their research career prematurely. Female researchers often lack the necessary

support and funding that they need to achieve their potential. Traditional roles and expectations de‐

tract from recognition of their academic excellence. Alongside homosocial co‐optation – the tendency

to accept socially similar members into an existing network – unequal participation of women and men

in formal and informal networks has a negative impact on career prospects for female researchers.

This represents an immense loss for scientific research.

To mitigate this situation, the ARIADNETechNat mentoring programme promotes excellence and ca‐

reer development with the aim of supporting female researchers through an institutional programme

and representing their interests more effectively within a formal network. As a targeted measure to

1 The following statistical data was provided by the Office of Strategic Information and Performance Statistics at FAU for the year 2016.

2 Gemeinsame Wissenschaftskonferenz 2010, p. 7. Translated from Hüttges, Annett / Fay, Doris: Geschlechterdifferente (Wissenschafts‐karrieren – Fakten, Theorien, Denkanstöße. In: Dautenberg, Kirsti / Fay, Doris / Graf, Patricia (Hrsg.): Frauen in den Naturwissenschaf‐ten. Ansprüche und Widersprüche. Wiesbaden 2011, p. 13.

3 Beaufays, Sandra / Engels, Anita / Kahlert, Heike: Einleitung: Einfach Spitze? In: Beaufays, Sandra / Engels, Anita / Kahlert, Heike (Hrsg.): Einfach Spitze? Neue Geschlechterperspektiven auf Karrieren in der Wissenschaft. Frankfurt am Main 2012, pp. 7–22. Cita‐tion p. 10.


4

support female researchers, the mentoring programme aims to encourage women to recognise their

valuable status and responsibilities as female researchers and to consistently follow their career de‐

velopment goals.

With the mentoring programme, FAU is making a targeted effort to increase the percentage of women

in all areas of research, to offer real equal opportunities and promote research excellence. Target

agreements have already been implemented to ensure that this aim is achievable in practice.

In 2018, the ARIADNETechNat mentoring programme was overhauled to specifically target talented

female researchers at FAU and support the development of their research careers in science and en‐

gineering. The programme is divided into three groups: Postdoctoral researchers and habilitation can‐

didates (18 months), doctoral candidates (18 months) and advanced Master’s degree students

(9 months).

Project objectives

The mentoring programme encourages mentees to think deeply

about the opportunities and risks of a research career and to

make strategic decisions on pivotal issues with confidence.

Opportunities and risks of a

career in research

Participation in the mentoring programme allows mentees to

gain key qualifications and develop the necessary skills for re‐

search careers, including presentation, networking, self‐presen‐

tation or publication.

Attainment of skills

The objective of the FAU Executive Board to increase the number

of female professors requires targeted measures to increase the

percentage of female researchers at previous qualification levels.

Increasing the percentage of

female researchers

To achieve this objective, a third target agreement for increasing

the proportion of women in science (2018 – 2022) was signed by

the FAU Executive Board and the deans of the Faculty of Sciences

and the Faculty of Engineering on 8 November 2017. The

ARIADNETechNat mentoring programme is one of the key

measures that has been defined to increase the number of

women in research.

Target agreements


5

Target group

The programme is aimed at advanced female Mas‐

ter’s degree students, doctoral candidates, post‐

doctoral researchers, and junior professors at the

Faculty of Sciences and the Faculty of Engineering

at FAU. ARIADNETechNat is also for professors, re‐

search associates and employees at the Faculty of

Sciences and the Faculty of Engineering, who

would like to impart their individual and academic

experience as mentors by advising and supporting

a female researcher in their qualification phase and

career development.

Funding and duration

The project is financed through funding provided by the

FAU Executive Board for the current target agreements

for increasing the proportion of women in science (2018

to 2022). The duration of each round of the programme

will last 9 months for female Master’s degree students

or 18 months for female doctoral, postdoctoral re‐

searchers and junior professors.

© panthermedia.net

Mentoring – concept, benefits and responsibilities

6

The concept of mentoring

The concept of mentoring originates from Greek mythology. In

Homer’s Odyssey Mentor was a friend of Odysseus. When Odys‐

seus went into the Trojan War, he entrusted Mentor with the ed‐

ucation of his son Telemachos. Mentor became a role model,

friend, advisor and protector for Telemachos.

Homer’s Odyssey

Since the 18th century, the term mentor has been used synony‐

mously for a teacher or counsellor who accompanies their pro‐

tégé on their path through life, advises them and teaches them

how to find their way in society.4

Teacher and counsellor

Mentoring was rediscovered and developed in the 1970s in the

USA as a method for supporting the career development of

young professionals. Today, it is an established and highly suc‐

cessful concept used in varying forms in business, politics and sci‐

ence. In general, mentoring describes the exchange of experi‐

ence between an older person who has in‐depth knowledge and

has developed professional networks and a younger, less‐expe‐

rienced person.

Exchange of experience

ARIADNE mentoring

4 Cf. Ziegler, Albert: Mentoring. Konzeptuelle Grundlagen und Wirksamkeitsanalyse. In: Stöger, Heidrun / Ziegler, Albert / Schimke, Diana (Hrsg.): Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen. Lengerich 2009, pp. 7–29, citation p. 8f.

The ARIADNETechNat programme is based on

one‐to‐one mentoring. It focuses on the men‐

torship between an experienced academic

(mentor) and a young female researcher or Mas‐

ter's student (mentee).

The aim of the mentorship is to motivate and ad‐

vise the female researcher in planning the devel‐

opment of her research career and impart in‐

sights into the structure, processes and (infor‐

mal) rules of academic research including access

to academic and professional networks.


7

Benefits for mentees

Mentees benefit from the relationship with their mentor

through advice on planning their research career and support

in planning the next phase of their academic qualification. They

receive information and tips on how to position themselves

strategically in the research environment relating to their

academic qualification. Mentees have the opportunity to re‐

flect on their research with their mentor and consider their op‐

tions on an individual basis.

Career planning

Through the exchange of individual experience, and personal

contact with the mentor and their work, mentees can

familiarise themselves with the responsibilities of a female re‐

searcher and their professional work by example. Mentees are

encouraged to take a more strategic approach in planning their

research careers and to follow through on their objectives. The

mentor serves as a role model for the mentee to recognise her

valuable status and responsibilities as a female researcher.

Orientation

Mentees learn from their mentor about the formal structures

and unwritten rules of the scientific community and gain in‐

sights into the world of academic research. They may also re‐

ceive helpful guidance on applications and appointment pro‐

cedures based on their mentor’s experience.

Insights into the normative

structures of the scientific

community

Through the individual feedback received from their mentors

on an equal footing in a confidential environment, mentees

have the freedom to explore their own potential and develop

their ability to analyse challenges and develop solutions with‐

out the restriction of hierarchical structures. In this protected

environment, mentees are given the opportunity to discuss dif‐

ficult decisions and situations and mentors can suggest poten‐

tial solutions and provide guidance on further steps that may

be taken.

Feedback and personal devel‐

opment

In exclusive seminars and workshops on career‐relevant topics,

mentees have the opportunity to acquire knowledge and skills

that are important for academic careers and leadership posi‐

tions. E.g. they receive training in soft skills such as communi‐

cation skills, presentation techniques, professional conduct,

conflict‐solving and team‐building, project and time manage‐

ment skills as well as scientific publication and research fund‐

ing.

Qualifications and transferable

skills


8

Mentees learn the critical importance of support networks

during their qualification phase and throughout their research

career. They establish contacts strategically and inde‐

pendently, beyond the boundaries of their own subject and the

University. In this way, they can secure their integration into

the scientific community. Mentors may be able to help open

doors in this regard.

Research networks

Depending on the culture of their subject, mentees may be

able to accompany their mentor to events at or outside FAU

such as scientific congresses or symposia (shadowing).

Mentees should consult with their mentors from the outset to

discuss whether shadowing will be considered as part of the

mentorship and agree specific opportunities.

Shadowing

© panthermedia.net Responsibilities of mentees

Every mentee must determine her individual goals at the start

of the mentorship. The mentor will help the mentee to formu‐

late precise and realistic goals and provide guidance on the

way to achieving these goals.

Setting goals

Mentees are expected to be proactive in the mentoring rela‐

tion. They are responsible for contacting the mentor, defining

the support they need, setting an agenda for mentoring meet‐

ings and arranging appointments. In the mentoring meetings,

the mentee seeks advice, suggestions and recommendations,

considers the motivation for her own decisions and makes her

decisions independently and on her own responsibility based

on the knowledge gained. The mentorship offers a confidential

Be proactive!


9

and protected environment for expressing new ideas and dis‐

cussing problems, as well as analysing successes and setbacks.

The mentee learns to become open‐minded for feedback, sug‐

gestions and constructive criticism from her mentor and devel‐

ops the ability to respond to feedback effectively. She demon‐

strates greater flexibility and an increased willingness to con‐

sider an alternative course of action.

Growth mindset

The mentorship is a professional relationship. It focuses on

matters relating to further qualification, career planning, stra‐

tegic career decisions and dealing with challenges in academic

contexts. This includes finding ways to balance research and

family. Mentoring partners may discuss private matters if they

wish, although this is not a formal requirement of the mentor‐

ship.

Nature of the mentorship

© Faculty of Business, Economics, and Law at FAU

Important information:

ARIADNETechNat is not intended to replace aca‐

demic supervision. The supervision of research

related to academic qualification remains the re‐

sponsibility of the academic supervisor. The men‐

torship is maintained outside of doctoral or post‐

doctoral supervision in the interest of impartial,

external guidance.


10

Opportunities for mentors

Mentors transfer their informal knowledge and experience to

the mentees and provide them with guidance for their per‐

sonal and career development. Through the mentorship, they

can actively contribute to supporting young researchers.

Transferring knowledge and

experience

Mentors also benefit from the mentorship by gaining inspira‐

tion for their own work in terms of methods and content and

through exchanging experiences with mentees but also by

learning from other mentors. Exchanging ideas intensively with

mentees can help mentors to understand the problems and sit‐

uations facing other young researchers they are supervising.

New ideas

Mutual feedback between mentees and mentors and guiding

mentees can be beneficial for the mentor’s own research, ca‐

reer development or for the mentor to reflect on their own

motivation. They might consider the role factors such as social

background, support from different people or coincidental op‐

portunity have played in their own career development.

Self‐reflection

Mentors demonstrate and develop their guidance and leader‐

ship skills in the mentoring process. Specific programmes are

available for support. Mentors also gain recognition for partic‐

ipating in mentoring initiatives.

Demonstrate skills

Responsibilities of mentors

Mentoring requires the ability to guide others, the understand‐

ing of learning and development processes, interaction and

communication skills as well as knowledge of methods for con‐

ducting effective interviews. It is crucial to the success of the

mentorship that the mentor avoids feeling responsible for the

mentee's decisions, presenting finite solutions or believing

that they must convince the mentee to do as they are told. The

freedom to take decisions and responsibility in the mentoring

process is down to the mentee who is seeking guidance.

Imparting knowledge and

guidance

In approaching complex problems, mentors take a professional

external view and thus have the sufficient distance (often in

contrast to the mentee) that helps them to point out possibili‐

ties and alternatives for action to the mentee, tackle any ob‐

structions, make constructive suggestions and recognise po‐

tential for development.

Guiding mentees and teaching

strategies


11

Mentors support mentees in developing short‐, medium‐ and

long‐term goals, especially in terms of realistic career develop‐

ment. They work with mentees to set milestones and define

individual actions, and give early warning of potential conflicts

or risks.

Navigating goals and risks

Mentors support mentees in building career‐relevant contacts,

they help to establish connections in research networks and

inform mentees of important events or funding opportunities.

One of the most important effects of mentoring is raising the

awareness of participants of the correlation between career

progression, networking and cooperation, resulting in a

greater involvement in research networks.

Networking

Shadowing allows mentees to become familiar with profes‐

sional and academic activities. Mentees accompany their men‐

tors to congresses and symposia, to meetings and committee

sessions or other relevant events and then reflect on what they

have observed and learned with their mentors. Contrarily,

mentors may also attend presentations, talks and lectures or

seminars held by the mentee and provide feedback after‐

wards.

Shadowing

Mentoring framework programme

12


The guidance which is given in the meetings between mentor and mentee and, if necessary, in further

communication, is systematically supplemented by a series of events that are associated with the men‐

torship programme. This includes seminars and workshops that are aimed at young female researchers

as well as information and networking events on career‐relevant topics. Programme outline

The programme starts officially on the date of the kick‐off

event. All mentor and mentee pairs in the mentoring pro‐

gramme that have been formed through a prior matching

process are introduced officially to one another at the

kick‐off event. This event includes a small buffet where

mentors and mentees can get to know each other and ex‐

change experiences in an informal setting.

Kick‐off event

The concept of mentoring is subject of an introductory

workshop, which issues the fundamentals of a successful

mentorship including potential boundaries and invites

mentees to discuss their personal expectations and goals

in relation to the mentoring programme.

Introductory workshop for the

mentees

All mentors in the various ARIADNE programmes have the

opportunity to take part in a coaching session at the Cen‐

tre for Continuing Education in University‐Level Teaching

(FBZHL). During the coaching session, they can reflect on

the mentorship, discuss potential conflicts or problematic

situations and learn effective methods for mentoring

through practical exercises.

Coaching for mentors

Approximately halfway through the mentorship, mentees

complete an interim evaluation on their experiences in

the mentoring programme and reflect on their expecta‐

tions and goals for the remaining period. In a meeting

with the programme coordinator, mentees have the op‐

portunity to report on their experiences and provide feed‐

back.

Interim evaluation

At the end of the programme, mentors and mentees are

invited to attend a ceremony to mark the end of the men‐

torships and receive certificates for their participation.

Closing ceremony


13

Skills seminars and workshops

Seminars and workshops for doctoral and post‐

doctoral researchers include knowledge and

skills that are essential for research careers and

leadership positions, as well as career‐relevant

soft skills. Effort will be made to address the

specific interests and requirements of specific

mentee group where possible.

The following fundamental topics may be

addressed in the specific seminar and work‐

shop programme:

Self‐presentation and networking

Analysing potential and setting goals

Academic presentations

Publication training

Time management and work‐life balance

Research funding

Information and

networking events

Information and discussion evenings and net‐

working events give mentors and mentees the

opportunity to meet informally as well as re‐

ceive information relating to the programme.

Beside networking meetings of the Ariad‐

neTechNat programme, there are also net‐

working events with the mentees of the other

ARIADNE programmes in order to promote ex‐

change between faculties.

Childcare

Childcare can be provided for the duration of

the ARIADNETechNat event, either at the event

or at the mentee’s home.

© Faculty of Business, Economics, and Law at FAU


14

Organisational matters

Mentees should inform the programme coordinator of any

changes in their contact details and of any changes that affect

their participation in the programme (such as long stays abroad

or changes in university or position).

Communication

Certificates confirming participation in the programme are

awarded to both mentors and mentees. Mentee certificates

also include a list of ARIADNE workshops and seminars attended

during the mentorship programme.

Mentorship certificates

Mentees are required to submit an interim evaluation (approx‐

imately by the middle of the programme) and a final report be‐

fore the end of the programme. The evaluations will be treated

confidentially. They serve for the mentee to evaluate the pro‐

gramme and reflect on the goals that they have achieved. Eval‐

uations also provide important feedback to the programme co‐

ordinators on the structure and effectiveness of the programme

and contribute to the development of the programme.

Evaluations

© panthermedia.net

Organising and structuring mentoring meetings

15

1. First meeting

Before the official start of the programme, the pro‐

gramme coordinator suggests a potential mentor to the

mentee. The mentorship begins officially if both part‐

ners agree to a mentorship after a first informal meeting

before the kick‐off event of the programme. The

mentee is requested to contact her mentor as soon as

possible after a successful match has been found. The

first mentoring meeting should take place after the kick‐

off event to establish the goals and the formal basis of

the mentorship. We recommend referring to and com‐

pleting the mentoring agreement (p. 17) included in

these guidelines to establish the formal aspects of the

mentorship. Although the mentoring agreement is not a

formal requirement of the programme, it is intended to

ensure an optimum mentorship. It helps to define or‐

ganisational criteria, conditions, mutual expectations,

and goals of the mentorship.

First meeting and organisa‐

tional criteria

2. Mentoring meetings

The frequency and duration of mentoring meetings are

determined by the mentee and mentor. Meetings may

be held regularly (for example on a fixed date each

month) or as necessary. Based on experiences from pre‐

vious programmes, we recommend approximately 60‐

minute meetings at six week intervals or arranging

meetings as needed. Mentees are always responsible

for arranging meetings. They are responsible for con‐

tributing actively to the mentorship and are requested

to proactively arrange appointments with their mentor.

We recommend that mentees contact their mentors

with the topics they wish to discuss before the meeting.

It is also up to the mentor and mentee to arrange where

to meet. As the time available for a mentoring meeting

is often limited, it is advisable that the mentee prepares

well beforehand in order to benefit as much as possible.

Frequency and duration

Organising and structuring mentoring meetings

16

3. Additional contact

Mentees and mentors may decide to communicate out‐

side of mentoring meetings via telephone, e‐mail, Skype

or other methods to discuss or follow‐up relevant mat‐

ters. However, we recommend that the mentor and

mentee reach a general agreement on preferred contact

methods and times.

Contact methods

4. Points for discussion

The informal nature of mentoring is an important bene‐

fit of the process and there are no fixed rules on what

the mentor and mentee should discuss. The mentor and

mentee decide what they want to discuss, although the

content should be related to their work at the Univer‐

sity. Discussion topics are dependent on the mentee’s

needs in relation to the ability of the mentor to provide

guidance, the duration of the mentorship and the rap‐

port between the mentor and the mentee.

Needs‐based

5. Final meeting

In a final meeting at the end of the programme, the

mentee and mentor should take the opportunity to re‐

flect on the course of the mentorship and the working

relationship. This meeting may result in agreeing on fur‐

ther goals and the decision of whether both parties wish

to continue the mentorship informally after the pro‐

gramme has officially ended.

Final meeting

© panthermedia.net

17

Agreement between mentee Name:

Address:

E‐mail:

Phone:

and mentor

Name:

Address:

E‐mail:

Phone:

Organisation and structure of the mentoring meetings

How frequently should we

meet?

How long should our meetings

last?

Where should we meet?

How can we contact each

other?

18

How should we deal with re‐

scheduling?

How should we prepare our

meetings?

Expectations and target agreements

What expectations do we have of working together?

For the mentee

For the mentor

19

What goals do I want to achieve

as a mentee during the pro‐

gramme?

How will we both know that

these goals have been

achieved?

End of the mentorship

Our mentorship officially ends on the date of the award ceremony. We may agree to continue the

mentorship at the end of the programme on an informal basis. We agree to be open‐minded and re‐

spect the different perspectives and opinions that may arise during the mentorship.

We intend to maintain a productive working relationship in which we give each other feedback after

each mentoring meeting. This helps us to ensure that we have understood each other and avoid mis‐

understandings.

Confidentiality agreement

We agree that the contents of our meeting will be held in the strictest confidence and will not be

shared with third parties. This ensures a trusting, honest and open working relationship that is essen‐

tial to a successful mentorship. This agreement to confidentiality shall apply beyond the participation

in the mentoring programme.

Place, date

Signature mentee Signature mentor

20

Imprint

Publisher:

Friedrich‐Alexander‐Universität Erlangen‐Nürnberg

Editorial board:

Büro für Gender und Diversity

Am Weichselgarten 9

91058 Erlangen

Phone +49 9131‐85‐64029

The guideline was designed and updated by:

Dipl. Geol. Marion Kämmlein, coordination ARIADNETechNat

based on previous versions of Dr. Elena Zeißler, former coordinator ARIADNETechNat, Ass. Jur. Dipl. Soz. Ulrike Otto, former

coordination ARIADNEReWi/ARIADNEnat, Anna‐Maria Seemann M.A., former coordination ARIADNEnat; FAU

E‐Mail: ariadne‐[email protected]

Web: mentoring‐tech‐nat.fau.de

Pictures: PantherMedia; Rechts‐ und Wirtschaftswissenschaftliche Fakultät der FAU

Büro für Gender und Diversity, October, 2019

Guideline to the FAU mentoring programme …...ariadne‐[email protected] Prof. Dr. Friedlinde...

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