Eljed, Isabelle, and Krause, Amanda (2025) More than supervision: Mentor characteristics and behaviours promote student researcher development. In: [Presented at the Online Conference for Undergraduate Research in Australasia]. From: OCURA 2025: Online Conference for Undergraduate Research in Australasia, 25-26 September 2025, Online.

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Abstract

Background Participation in Undergraduate Research Experiences enhances student confidence, skill development, and career readiness. While the student–mentor relationship is presumed to be central to these outcomes, there is limited understanding of how mentor characteristics (i.e., confidence, experience) and behaviours (i.e., communication style) shape the student–mentor relationship and may, therefore, impact student participation and development.

Aim This qualitative case study examined student and staff perceptions of participating in the James Cook University Undergraduate Research Internship (URI). The study was guided by asking, how do students and staff perceive the impact of mentor characteristics and behaviours on (1) the mentor–mentee relationship and (2) students’ confidence in research?

Method Semi-structured interviews were conducted via zoom with 24 participants (18 students, 6 staff) after they participated in the URI program. Interviews were then transcribed and analysed in Excel using reflexive thematic analysis.

Results Two overarching themes were identified: exposure to real-world research and mentor–mentee relationships. With the first theme, students described outcomes from participating in the URI including increased research knowledge and the development of transferable skills. The second theme speaks to the mentor-mentee relationships and included sub-themes pertaining to mentor expertise (e.g., years of supervision, perceived value of experience), communication style (tone, frequency, mode), participation outcomes (e.g., student confidence, mentor development, professional identity), and effective pairing (e.g., shared interests, personality fit). In line with past research, more experienced mentors foster stronger relationships. However, less experienced mentors provide peer-like relatability. Moreover, a mentor's confidence can transfer to students, such that their confidence and professional identity is increased.

Conclusion The findings advance our understanding of mentor characteristics and their impact on mentor– mentee relationships and student outcomes in UREs. Most critically, this research highlights the importance of selecting, training, and supporting confident, communicative mentors.

Item ID:	89058
Item Type:	Conference Item (Abstract / Summary)
Keywords:	scholarship of supervision, researcher development, mentor, mentoring, undergraduate research experience, undergraudate research internship, research, work integrated learning, WIL
Date Deposited:	28 Oct 2025 00:50
FoR Codes:	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 100%
SEO Codes:	28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50% 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50%
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