چکیده:
The present study aimed at formulating a framework for research mentoring functions among Ph.D. students using the qualitative synthesis research method. The research population included all related studies in international databases from 2000 to 2017. Given the forenamed studies, 83 studies were selected and examined after three stages of screening based on the subject, abstract, and content of the studies. Finally, 20 studies were purposefully chosen as the research sample. The research data were extracted and analyzed using the thematic analysis method. As a result, 128 basic themes were identified for the functions of research mentoring, which were categorized into 22 sub-components. Ultimately, the sub-components were categorized and presented in terms of five main items, including (1) relational function, (2) scientific and research function, (3) psychological function, (4) social function, and (5) professional function.
خلاصه ماشینی:
Faculty-PhD Students Research Mentoring 2 includes research participation and collaboration between a prominent faculty member (research mentor 3) and a doctoral student (research mentee 4) (Estepp, Velasco, Culbertson & Conner 5, 2017, 6) such that through this research collaboration, mentoring is reconceptualized and reconstructed around specific functions such as the development of research skills, scientific productivity, and the personal and professional development of the mentee (Ragsdale, Vaughn & Klein 6, 2014, 93).
Faculty-PhD Students Research Mentoring is a key factor in the successful completion of the doctoral program (Muthuswamy & Molfino 7, 2017, 6) and a powerful tool for the active pursuit of research and a scientific career by doctoral students (Curtin et al, 2016, 715) and their transformation into the new generation of academics and university researchers (Nundulall and Dorasamy 8, 2012, 132).
Faculty-PhD Students Research Mentoring helps the student grow in research skills, the characteristics required to work independently, and time management in sensitive projects (Krause-Parello, Sarcone, Samms & Boyd 9, 2013, 110) and leads to increased employability (Maisel et al 10, 2017, 521; Lechuga 11, 2011, 759; Curtin et al, 2016, 715), satisfaction, and self-confidence (Pfund, Byars-Winston, Branchaw, Hurtado & Eagan 12, 2016, ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ 1.
Research Methodology The present research has been conducted using the meta-synthesis method 1 and in order to answer the research question based on: what are the main and sub-components of research mentoring functions for doctoral students according to existing studies in the world?
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