抄録
This study presents a plan for effectively implementing an engineering education program through combining lifelong faculty mentoring with academically-based mentoring, business specialist's support to career-based mentoring, and seniors and peers' socio-psychological support-based mentoring into an integrated mentoring model. Students who acquire accreditation upon completing an engineering education program also choose their studies based upon personal motives and goals, and, in the same manner, have difficulty maintaining their goal under limited conditions. If they devote themselves to acquiring credit to graduate by a set time, the chance of losing their purpose at an early stage is high. In these situations, it is necessary to provide a support system to effectively improve student life in order to give students motivation and prevent them from quitting their studies. The most important elements in supporting the growth of a person or an organization are co-recognition, a sense of camaraderie, and relationships that evoke a sense of belonging. The situation in a university, specifically in this case, the engineering department, is no different. This kind of support system can be achieved through mentorship and relationship development. Mentoring is a relationship in which competent people with much team experience assist students in adapting to both formal and informal models. That is, mentors assume the role of an elder and guide, offering advice to mentees in order to achieve organizational socialization. There is a tendency for this kind of mentoring relationship to expand application skills through removing mentees from past narrow concepts or growth through self-actualization. This research proposes a model for an integrated mentoring program. Upon implementing this plan to effectively improve management of engineering education programs, it is expected that this model will eventually raise the efficacy of engineering education.
