MENTORING INSTRUCTIONAL DESIGNERS IN HIGHER EDUCATION: A NEEDS ASSESSMENT

This study benchmarked the mentoring needs of instructional design (ID) professionals working within a broad range of institution types across higher education. Data from 65 participants was collected using a needs assessment survey. ID respondents categorized 27 discrete mentoring needs into high, medium, and low priorities. Statistical analyses revealed communication skills as the highest mentoring need, while scholarly research and publication was the lowest. Years of career experience, team format, and team size were factors that distinguished the mentoring needs of IDs. The mentoring needs of IDs with between 3–7 years of experience significantly differed from their novice and senior colleagues as they strived to advance their careers. Implications for mentors, mentees, and institutions are discussed.