Browsing by Author "Kalele, Phyllis Nzisa"

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    The role of mentoring in the career outcomes of female early-career academics in Africa: a secondary analysis of multi-country data
    (Stellenbosch : Stellenbosch University, 2021-12) Kalele, Phyllis Nzisa; Prozesky, Heidi; Stellenbosch University. Faculty of Arts and Social Sciences. Centre for Research on Evaluation Science and Technology (CREST)
    ENGLISH ABSTRACT: Even though previous research has documented the powerful potential of mentoring through the vast array of benefits that it offers, little is known about the relationship between mentoring and academic career outcomes. This study aimed at establishing the role of mentoring in the career outcomes of female early-career academics in Africa. Using a mixed-methods research approach, the study entailed a secondary analysis of survey data and interview data to determine whether female ECAs in Africa receive mentoring and its relationship with their career outcomes. Other study objectives were to describe female ECAs in Africa and determine the extent of the negative impact of various challenges on their careers. The study revealed that African female ECAs were on average 40 years old (but ranging from 27 to 68 years) and had two children or dependents aged from six to eighteen. They undertook the majority of care work and general housework in their family, relationship or household. The female ECAs were nationals of 25 African countries, and they also worked or resided in countries similar to those of their nationality, except for Lesotho. A large majority of female ECAs had never studied or worked outside their home country and they tended to collaborate with researchers at their own institution. The female ECAs were predominantly employed permanently, and a majority held the rank of senior lecturer, and only half of them had received research funding. In a typical year, they reported spending the highest percentage of working time on consultancy and the lowest percentage on raising research grants. On average, they produced 5,8 articles in peer- reviewed academic journals, 0,3 books, 1,1 book chapters, 3,3 conference-proceedings papers and 5,0 conference presentations. The highest percentage of female ECAs were social scientists, followed by natural and agricultural scientists, health scientists, and engineering and applied technologists. Finally, female ECAs perceived that balancing work and family demands, a lack of research funding, and a lack of mentoring were the challenges that had negatively impacted their careers the most. The study found that most female ECAs had received mentoring on attaining a position/job, research methodology, scientific writing, presentation of research results and in the form of introduction to research networks, while only a minority of them had received mentoring on career decisions and fundraising. It was further established that there is a statistically significant relationship between (1) receipt of mentoring in the form of introduction to research networks, on the one hand, and the production of articles in peer-reviewed journals, and frequency of some forms of collaboration, on the other; and between (2) receipt of mentoring in fundraising andStellenbosch University https://scholar.sun.ac.za iii receipt of research funding. However, not all forms of mentoring were found to be related to their expected career outcomes. The contribution of this study is mainly empirical, as it offers novel insights into the link between, on the one hand, mentoring in research methodology, scientific writing, fundraising and in the form of introduction to research networks, and, on the other hand, career outcomes that ultimately influence career development.