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Abstract:
This study set forth to explore the mentoring of newly employed university lecturers and the best practices that would enhance mentoring in Kenyan universities. To achieve this objective, 20 newly employed lecturers both men and women working in two Kenyan universities were interviewed. Two lecturers from each of the two universities and who had served for more than five years and a human resource manager were also interviewed. The principles of the Mentoring Theory (MT) were adopted for this study. The data collected were qualitatively analyzed. The general finding of the study is that Kenyan universities lack an explicit policy on the mentoring of newly employed lecturers. As a best practice, university managements should facilitate the development of policies that address the goals, the structure, benefits and challenges of mentoring newly employed lecturers. The study concludes that mentoring of newly employed lecturers is beneficial to both the mentees and mentors as it facilitates a mentee's psychological and academic adjustment. The study recommends that in order to enhance quality in education, a mentor and a mentee should work together to develop mutually agreed upon goals for the success of both the individuals and the university.
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