Similarities and Dissimilarities in Research Supervision and Mentorship in Higher Education

Abstract

Research supervision and mentorship are vital components of quality research in higher education. Unfortunately, academic research supervisors, mentors, supervisees, and mentees misunderstand and interchange these concepts, resulting in the application of incorrect principles, methods, styles, and approaches and poor outcomes. Meanwhile, the two words are dissimilar and thus require different underlying principles, approaches, and regulations to achieve the desired results. This article aims to clarify the similarities and dissimilarities in research supervision and mentorship in higher education to facilitate proper understanding, application and achievement of high-quality research outcomes. The authors draw on relevant literature and their experiences as academic supervisors and mentors to present best understanding for each concept.  The implication is that while research supervision and mentoring share a relationship, they have distinct goals that are guided by different principles, approaches, and regulations. Both mentorship and supervision lead to increased research productivity, career advancement, and personal growth for both parties involved. While supervision is often focused on ensuring that the student completes their work to a satisfactory level, mentoring involves a more holistic approach that considers the student's personal and professional development. Their functions are distinct and do not overlap, but both parties should be open to feedback and willing to collaborate to achieve the desired outcomes.