The Evolving Landscape of Postgraduate Mentorship for Adult Learners: A Systematic Review

" Objective - The relationship between adult learners and their mentors is critical to developing learners' research and writing skills in postgraduate programs. However, there is a lack of research on how the COVID-19 pandemic has impacted adult learners' expectations and experiences of postgraduate mentoring. This paper presents a systematic literature review guided by the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) to address this gap. Methodology/Technique - Using established databases, including Scopus, Wiley Online Library, Emerald, Web of Science, and Google Scholar, we selected 22 relevant studies. Finding - The findings provide new insights into how postgraduate mentorship has evolved in response to the pandemic, particularly in relation to mentor feedback mechanisms and the changing roles of mentors. Key themes that emerged from the literature include mentoring styles, relationships, social networks, traits/characteristics, the role of the mentor as colleague, cross-cultural feedback, and perceptions of constructive feedback. In particular, this study highlights previously under-researched dimensions of online mentoring, such as the impact on mentor-mentee dynamics and the long-term implications of digital mentoring models on adult learners. The findings underscore the importance of considering adult learners' specific needs and experiences in postgraduate mentorship, particularly in light of the pandemic-induced shift to online learning. Novelty - By shedding light on the evolving nature of mentorship, this study contributes to the discourse on adaptive mentoring strategies and emphasizes the need for further research on the effectiveness of digital mentorship in postgraduate education. Type of Paper - Review"