A Review of Mentoring Programs for New Faculty Members in Malaysian Higher Education Institutions

Abstract

Mentoring programs facilitate the effective transition of new faculty members in higher education institutions (HEIs). Currently, there are limited literature review papers on new faculty member mentoring programs in Malaysian HEIs. Thus, there is a need for research that synthesizes existing knowledge and identifies areas for improvement in these new faculty member mentoring programs. Furthermore, the impact of informal mentoring relationships needs to be more explored. This study informs the development of effective and sustainable mentoring programs for new faculty members in Malaysia HEIs by analyzing current practices, identifying knowledge gaps, and highlighting effective strategies. The methodology used for this study is a narrative literature review, systematically collecting, analyzing, and synthesizing existing research on mentoring for new faculty members that has taken place in Malaysian HEIs. The literature indicated that well-structured mentoring programs could enhance new faculty members’ job satisfaction, teaching practices, and research productivity. However, the lack of consistency in program implementation and evaluation methods and the scarcity of longitudinal studies hinders conclusive assessments of their long-term effectiveness. The literature presents both consistent findings and notable variations. Effective mentoring programs rely on structured support and clear communication, yet cultural and institutional barriers can hinder well-designed programs. Future research should focus on longitudinal studies to assess the long-term effects of mentoring programs and comparative studies of different mentoring types. Exploring cultural and contextual factors can help tailor programs to diverse academic environments. The findings provide insights for optimizing mentoring programs for policymakers and HEI administrators. Understanding the key components of successful mentoring and avoiding common pitfalls can lead to more effective support structures, enhancing faculty development, educational outcomes, faculty retention rates, and institutional culture.