This study investigates the transformative effects of structured mentor training in higher education (Pfund et al., 2015), emphasizing shifts in mentors' professional identities and practices. Grounded in the Clinical and Translational Science Institute’s (CTSI) Mentor Academy at the University of Florida, the research explores how mentors acquire new tools, refine skills, and adapt their mentoring approaches. Utilizing semi-structured interviews with 10 mentors and 9 mentees, the study employs inductive thematic analysis to uncover insights into mentoring transformations. Drawing on Illeris’ (2014) identity-based model of transformative learning, the findings reveal four core themes: training content and facilitation, mentoring structure, mentoring enactment and attitudes, and mentoring identity. Mentors reported significant growth in areas like goal-setting, emotional support, and reflexive learning, which mentees corroborated through their experiences of improved guidance and structured mentoring relationships.

The research identifies mentoring tools, such as communication style frameworks and case studies, as instrumental in fostering mentors’ readiness to tailor their approaches based on mentees’ needs. Through structured processes like goal-setting, mentors ensured clarity, progress, and accountability, while mentees appreciated how these strategies enhanced their confidence and academic achievements. Moreover, the study highlights the importance of emotional support within mentoring relationships, particularly during challenging times, with mentors recognizing the need to address mentees' holistic development. A notable finding is the emergence of reciprocal learning, where mentors gained insights from mentees' feedback, transforming mentoring relationships into collaborative growth environments.

The study also underscores the alignment between mentors’ self-perceived transformations and mentees’ observations, though notable gaps remain in how mentees perceive deeper identity shifts in their mentors. These findings emphasize the necessity of training programs that integrate cognitive, emotional, and relational dimensions to enhance mentoring efficacy (cf. Behar-Horenstein et al., 2019). Practical recommendations include incorporating reflective practices, fostering goal-oriented mentoring, and encouraging follow-up activities to sustain training benefits. The research contributes to the growing discourse on mentoring as a critical component of professional identity formation, offering implications for mentoring culture across academic institutions.

This study adopts a qualitative approach to explore the influence of structured mentor training on mentoring practices and the formation of professional identity. The research focuses on the University of Florida’s Mentor Academy, which offers a formalized mentoring curriculum aimed at enhancing research mentoring skills. A purposive sampling strategy was employed to recruit 19 participants: 10 mentors (graduates of the Mentor Academy) and 9 mentees actively engaged in formal mentoring relationships with these mentors. The mentors were senior researchers who had completed the program, while the mentees were junior researchers benefiting from their guidance. Data Collection Semi-structured interviews were the primary method of data collection, using open-ended questions designed to explore participants’ mentoring experiences, perceptions of the training program, and its impact on their mentoring practices and professional identities. These interviews were conducted either face-to-face or via Zoom between Spring and Summer 2023, with sessions lasting between 30 and 60 minutes. All interviews were audio-recorded, transcribed, and anonymized to safeguard confidentiality. Data Analysis Thematic analysis, as outlined by Braun and Clarke (2006), was used to guide an inductive coding process. Researchers engaged deeply with the data to identify recurring patterns and extract key themes. The analysis involved transcription, initial coding, and grouping codes into broader thematic categories. Particular emphasis was placed on capturing the perspectives of both mentors and mentees, paying close attention to areas of agreement and divergence. Four central themes emerged from the data: (1) training content and facilitation, (2) mentoring structure, (3) mentoring enactment and attitudes, and (4) mentoring identity. These themes highlight both the practical tools gained through training and the deeper shifts in professional identity experienced by participants. Ethical Considerations The study received ethical approval from the University of Florida’s Research Ethics Committee. All participants provided informed consent, and the data were managed in accordance with institutional ethical guidelines to ensure confidentiality and integrity. This comprehensive methodological approach provides valuable insights into the nuanced impacts of mentor training, capturing both the immediate practical changes in mentoring behaviors and the longer-term transformations in professional identity.

This study highlights the transformative potential of structured mentor training in higher education, significantly impacting mentors' professional identities and practices. Programs like the Mentor Academy equip mentors with tools to support mentees’ academic and personal development, focusing on structured goal-setting, communication, and emotional support (cf. Maxwell et al., 2024). These skills not only aid mentees’ progress but also enhance mentors’ self-awareness and professional growth. A key finding is the reciprocal learning within mentoring relationships. Mentors increasingly view mentee feedback as essential for their growth, fostering a more collaborative and egalitarian dynamic (cf. Káplár-Kodácsy et al., 2024). This shift highlights the importance of reflexivity and adaptability in mentoring practices. However, gaps remain between mentors’ self-perceived transformations and mentees’ observations. While mentees appreciate improved guidance, they may not fully grasp the deeper identity shifts mentors undergo. This underscores the need for ongoing dialogue and feedback to align perspectives. In the European context, where mentoring in research is gaining prominence, a structured program in Hungary modeled on the Mentor Academy could address existing challenges. By emphasizing reflexivity, goal-setting, and emotional support, such a program could strengthen mentorship practices in higher education and serve as a benchmark for other European institutions. Investing in mentor training aligns with European goals of improving research quality and fostering collaboration. As mentees often replicate their experiences as future mentors, these programs ensure sustainable growth in mentorship culture. This study deepens our understanding of structured training programs, supporting mentors and mentees’ professional success across diverse academic settings.

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