ABSTRACT

For the career development of postdocs in academia, universities in Germany are offering mentoring programs to postdocs. They aim to encourage, support and mentor the postdocs toward professorship via face-to-face mentoring, workshops, and networking support. The mentoring programs are carefully designed; however, their success is dependent on multiple factors. The study explores the communication patterns in mentoring between professors and postdocs, and its impact on their professional development. Data was collected and analyzed using Grounded Theory. The data was collected from twenty-five semi-structured in-depth interviews with professors and postdocs across Germany. Classicand Constructivist Grounded Theory was used for data analysis. The paper presents a Communication in Mentoring Model for the professional development of postdocs. The model can be used as a tool to ensure successful communication for better professional relationships in mentoring as well as in professional environments. The paper recommends a longitudinal study to further explore Communication in Mentoring and its impact on postdocs over a period of time.

摘要

为了博士后在学术界的职业发展，德国的大学正在为博士后提供指导计划。他们旨在通过面对面的指导、研讨会和网络支持来鼓励、支持和指导博士后成为教授。指导计划经过精心设计；然而，他们的成功取决于多种因素。该研究探讨了教授和博士后之间在指导中的沟通模式，及其对他们专业发展的影响。使用扎根理论收集和分析数据。这些数据是从对德国教授和博士后的 25 次半结构化深度访谈中收集的。经典和建构主义扎根理论用于数据分析。本文提出了一种用于博士后专业发展的指导模型中的交流。该模型可用作确保成功沟通的工具，以在指导和专业环境中建立更好的专业关系。该论文建议进行一项纵向研究，以进一步探索指导中的沟通及其在一段时间内对博士后的影响。