The International Mentoring Association is committed to advancing mentoring research by fostering connections between researchers, practitioners, and the broader mentoring community. 

This page features opportunities to advance mentoring research, including studies seeking participants for surveys, interviews, focus groups, and other research activities, as well as calls for papers from journals and conferences. These opportunities help expand mentoring knowledge while strengthening mentoring practice, programs, and outcomes across a wide range of settings.

We encourage you to explore the opportunities below and share them with colleagues, mentors, mentees, and others who may be interested in contributing to or disseminating mentoring research.

Researchers interested in sharing a participant recruitment opportunity or a call for papers with the IMA community may submit a brief description, relevant dates, participant requirements (if applicable), and links to [email protected]. Submissions will be reviewed to ensure they are relevant to the mentoring field and appropriate for the IMA audience.

Please note that inclusion on this page does not constitute endorsement, sponsorship, or validation of any research study, publication opportunity, or call for papers by the International Mentoring Association.

Here are a few current listings 

The Role of Mentoring in Canadian School Principals’ Leadership Identity Development

Are you a Canadian school principal? You are invited to participate in a doctoral research study exploring how mentoring shapes leadership identity development among Canadian school principals.

Your insights will deepen understanding of leadership growth in educational settings. Questions or interested in learning more? Contact Hussain at [email protected], download the flyer, or participate here.

Submitted by: Hussain Ahmad Doctoral Candidate, Faculty of Education, Queen’s University, Kingston Ontario, Canada

Supporting Those Affected by Miscarriage

Miscarriage is a deeply personal experience, yet its connection to mentoring, support systems, and well-being is often under explored. This important research study, being conducted by former IMA President Catherine Cordova and current IMA President Benjamin Kutsyuruba, seeks to better understand the mentoring needs and personal well-being perceptions of those impacted.

If you or someone in your network may be willing to contribute, we invite you to participate in the online survey or share the study. Your voice can help inform more compassionate, informed mentoring practices. Learn more here or participate here.

Submitted by: Catherine Cordova, University of Pittsburgh, PA USA and Benjamin Kutsyuruba, Queen’s University, Kingston Ontario, Canada

Sustainable Mentoring in Education: Advancing Research, Theory, and Practice

As mentoring continues to play a central role in supporting learning, professional development, career progression, well-being, and retention, there is an increasing need to understand what makes mentoring sustainable over time. This special issue aims to bring together empirical, conceptual, theoretical, and practice-based contributions that explore how mentoring can create enduring benefits for individuals, organizations, and professional communities.

Submissions will open September 1, 2026 and close January 5, 2027 

Full details of the call, including submission guidelines, are available here: Call for Papers: Sustainable Mentoring in Education

Submitted by: Dr. Káplár-Kodácsy Kinga egyetemi adjunktus, Eötvös Loránd Tudományegyetem, Budapest

Institutional Factors Shaping Effective Doctoral Mentoring

Dissertation chairs often share the weight of their student's doctoral journey - supporting struggling students, celebrating successes, and navigating setbacks. To investigate how institutional supports are associated with dissertation chair's self-efficacy and mentorship effectiveness, dissertation chairs in education related PhD/EdD programs are invited to engage in a 10–15 minute reflective one-time survey. This is an opportunity to self-assess one's self efficacy and effectiveness aligned with mentoring best practices identified in literature and explore the extent to which institutional supports are associated with these factors. Optional open-ended questions provide space for additional insights.

Please consider participating and sharing with colleagues. The opportunity to reflect is mutually beneficial. 

Learn more here, or visit Jennifer's LinkedIn Post

Submitted by: Jennifer Thompson, MEd, Clinical Experiences and Assessment Manager, School of Education, College of Health and Education, Marymount University