Finding a Mentor for the Doctoral Journey

(a.k.a. Dissertation/Thesis Chair)

We can trace the origin of mentor back to Greece. According to Websters "mentor" is a noun that originally was the name of a friend of Odysseus entrusted with the education of Odysseus' son Telemachus. It is now used to mean a trusted counselor, guide, tutor or coach.

While there is no one proven way to find the right mentor, the following five steps have worked in the past.

1. 1. Review the biographies as a first filter to identify the candidates that fit the expertise criteria.
   

2. 2. Talk to your fellow doctoral learners and find out what you can about those on your list and reduce the list based on this feedback.
   

3. 3. Interact with the remaining mentor candidates on your list and reduce the number down to two or three based on your experience.
   

4. 4.Send your Resume/CV, an example of one of your best scholarly papers, and a copy of your “draft” research prospectus to those two or three top candidates and request a conversation with them to discuss the possibility of entering into a mentoring relationship.
   

5. 5.Select the one that is the best fit considering the criteria above and come to an agreement with the mentor.
   

The Mentor’s Perspective:

The following are a few of Dr. Latham’s thoughts, values, etc. related to mentoring.

1. 1.Learner Focus - I try to employ a servant leadership approach when dealing with mentees. That helps me avoid allowing my own personal preferences (both content and research methods) to drive the research design. 
   

2. 2.Actionable Findings - I have a bias for research to address real world problems! It seems, at least in organizations, we have plenty of real world issues to address.  Consequently, I prefer to address those issues before I start working on the "just for fun stuff." However, I will be glad when that day comes.   
   

3. 3.Scholar-Practitioner - Not only are the adult learners that I work with scholar - practitioners but I am one also. My goal is to build bridges between theory and practice. I encourage them to start with a practical problem in the real world - identify a theoretical foundation - conduct research to contribute to that theoretical base - then draw conclusions that help us apply that contribution back in practice to help resolve that real world problem.
   

4. 4.Curious Mind - I have a curious mind. And, I want the adult learners that I work with to have one also! If they think they already know the answer then there isn't a need to conduct research. I am reminded here of one of my favorite Einstein quotes - "If we knew what is was we were doing, it wouldn't be called research, would it." 
   

5. 5.Constantly Evolving - I learn from every experience. As Bob Dylan noted, “You always have to realize that you’re constantly in a state of becoming.” Maybe someday I won't learn as much from each research project - but I hope not.
   

6. 6.Personal Reputation - While I try to focus on the needs of the learner, I also am reminded that my name is on the dissertation as well - forever and ever for all to see at UMI. I am a part of that body of work and I want both the learner and myself to be proud of the learner's accomplishment.
   

7. 7.Chameleon - I am often a Chameleon in that somedays I take a physical scientist view of a problem (depending on the nature of the variables and relationships) and somedays I am an ethnographer. In organizations, I find myself dealing with physical processes and hard numbers and at the same time people and culture. So, often one particular view is inadequate to provide the kind of insights that are needed. Thus, I am an "equal opportunity" research methods employer. But I do like mixed methods the best. 
   

8. 8.Contribution to Society - I also like research findings that in some way help people, society, etc. I don't separate organizations (businesses) from society. Instead I prefer to take a systems view of the various groups and individuals and how they interact to help or hinder each other.