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The Evolving Landscape of Postgraduate Mentorship for Adult Learners: A Systematic Review

Author

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  • Roziana Shaari

    (Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia Author-2-Name: Christopher J. Rees Author-2-Workplace-Name: "Global Development Institute, School of Environment, Education and Development, The University of Manchester, Arthur Lewis Building, Oxford Road, Manchester, M13 9PL, United Kingdom " Author-3-Name: Author-3-Workplace-Name: Author-4-Name: Author-4-Workplace-Name: Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:)

Abstract

" Objective - The relationship between adult learners and their mentors is critical to developing learners' research and writing skills in postgraduate programs. However, there is a lack of research on how the COVID-19 pandemic has impacted adult learners' expectations and experiences of postgraduate mentoring. This paper presents a systematic literature review guided by the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) to address this gap. Methodology/Technique - Using established databases, including Scopus, Wiley Online Library, Emerald, Web of Science, and Google Scholar, we selected 22 relevant studies. Finding - The findings provide new insights into how postgraduate mentorship has evolved in response to the pandemic, particularly in relation to mentor feedback mechanisms and the changing roles of mentors. Key themes that emerged from the literature include mentoring styles, relationships, social networks, traits/characteristics, the role of the mentor as colleague, cross-cultural feedback, and perceptions of constructive feedback. In particular, this study highlights previously under-researched dimensions of online mentoring, such as the impact on mentor-mentee dynamics and the long-term implications of digital mentoring models on adult learners. The findings underscore the importance of considering adult learners' specific needs and experiences in postgraduate mentorship, particularly in light of the pandemic-induced shift to online learning. Novelty - By shedding light on the evolving nature of mentorship, this study contributes to the discourse on adaptive mentoring strategies and emphasizes the need for further research on the effectiveness of digital mentorship in postgraduate education. Type of Paper - Review"

Suggested Citation

  • Roziana Shaari, 2025. "The Evolving Landscape of Postgraduate Mentorship for Adult Learners: A Systematic Review ," GATR Journals gjbssr663, Global Academy of Training and Research (GATR) Enterprise.
    • Handle: RePEc:gtr:gatrjs:gjbssr663
    DOI: https://doi.org/10.35609/gjbssr.2025.13.1(3)
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    References listed on IDEAS

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    1. Qinglin Wang & Zhaoyang Xin & Hang Zhang & Jing Du & Minghui Wang, 2022. "The Effect of the Supervisor–Student Relationship on Academic Procrastination: The Chain-Mediating Role of Academic Self-Efficacy and Learning Adaptation," IJERPH, MDPI, vol. 19(5), pages 1-9, February.
    2. Carol Nash, 2021. "Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group," Challenges, MDPI, vol. 12(1), pages 1-18, March.
    3. Luisa A. Unda & Amrinder Khosa & Steven Burch & Carla Wilkin, 2020. "Sustainability of the accounting and finance academic profession: students’ and supervisors’ views about the PhD supervision process," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 60(3), pages 3103-3132, September.
    4. Kelum A. A. Gamage & R. G. G. Roshan Pradeep & Vesna Najdanovic-Visak & Nanda Gunawardhana, 2020. "Academic Standards and Quality Assurance: The Impact of COVID-19 on University Degree Programs," Sustainability, MDPI, vol. 12(23), pages 1-14, December.
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    More about this item

    Keywords

    Postgraduate; Mentoring; Students' experiences; Students' expectation; Mentoring feedback; Mentoring roles; COVID-19; post COVID-19;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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