Mentoring in Doctoral Studies in Two Culturally Diverse Universities

This study employed a comparative qualitative case study method to investigate the pivotal role of mentoring in doctoral studies within distinct institutional settings, namely, Ghana and the United States. Using the cognitive apprenticeship model, we compared the mentoring processes deployed in the two studied universities. Noteworthy distinctions emerged in the mentoring processes, levels of engagement, and their impact on students' decision making regarding further studies and career choices. These disparities are traced back to variations in the design of mentoring programmes. Our contention is that fostering effective mentoring processes within higher education institutions wields a substantial influence on graduate students' academic satisfaction. This study, therefore, underscores the imperative of refining mentoring strategies and proposes avenues for future research in this critical domain.