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The text reviews findings from studies on pay equity, career progression, promotion applications, and research productivity, highlighting constraints such as limited time, informal workplace culture, and insufficient institutional support. It also outlines mentoring program models and traditional mentoring characteristics, positioning peer mentoring as a practical strategy to transform early academic sabbatical experience and improve navigation of academic career paths.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/peer-mentoring-as-an-academic-resource-a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w/595385/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/peer-mentoring-as-an-academic-resource-a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w/595385.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main barriers does the text identify for women academics in Australia?","Question",{"text":112,"@type":113},"It highlights difficulties such as inadequate research time, challenges in career planning and promotion, and a lack of institutional support within an often informal professional environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the cited studies explain the persistence of gender imbalance at upper levels?",{"text":117,"@type":113},"The text links the imbalance to reluctance by women to seek promotion and to women’s greater role in core service provision, supported by references to pay and representation research.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document say about traditional mentoring relationships?",{"text":121,"@type":113},"It describes traditional mentoring as hierarchical, with the mentor acting as teacher and sponsor while instrumental and socioemotional help flows primarily from mentor to protégé.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595385,1792933561,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A U S T R A L I A N U N I V E R S I T I E S R E V I E W  \nPeer mentoring as an academic resource  \nOr ‘my friend says…’  \nJaneMaree Maher, Jo Lindsay, Vicki Peel, Christina Twomey  \nOn current projections in could take thirty years for women to be equally represented in the academic workplace. Among the hardest barriers to surmount are the most indefinable ones – the stock of experiences and advice required to navigate an often frustratingly informal professional environment. Yet traditional methods of mentoring by senior staff often seem relics of an earlier era. Here a group of more junior academics reflect on the success ofa peer-mentoring exercise which helped transform their first experience of sabbatical.  \nFemale academics: two steps forward  \nResearch conducted into the advances of female academicsin Australia has pointed out some specific difficulties that women encounter when developing careers in academia. These include issues of adequate research time, career planning and movement towards promotion. The 1998 Gender Pay Equity Study identified an average salary discrepancy of $439 per week for women academics compared with their male counterparts, with the major contributor being the different levels at which women and men are employed (Probert, Ewer & Whiting, 1998) .  \nOverall, while there have been substantial gains in terms of tenured appointments and in representation in senior academic staff levels,‘women remain concentrated at the bottom of the academic hierarchy, while men still account for more than 80% of the most senior academics in Australian universities’(Carrington & Pratt, 2003) . It has been suggested that it will be 33 years before women are equally represented with males at Level D/E and above of the academic salary scale if  \npatterns of employment and promotion follow current trends (Ferguson, 2002) The persistence of the gender imbalance at upper levels has been linked to reluctance by women to seek promotion, and to women’s greater role in the core service provision of the sector (Eveline 2004) .  \nThere is also some suggestion that there is a differential in research involvement and outcomes for women and men in some areas across the sector, often associated with lack of time, a more intense experiences of conflict between personal and professional commitments, lack of institutional support and the lesser likelihood of female academics possessing PhDs (Probert, Ewer & Whiting, 1998; Ramanathan, 2003; Carrington & Pratt, 2003) .  \nResearch also indicates that new performance measures in the public service that serve to refocus work patterns from ‘notions of service to citizens [towards] responsiveness to clients’may have greater impacts on impact on women (Blackmore, 2004) . Blackmore has suggested that enterprise bargaining and individual contracts have increased the gender wage gap, instead of‘redefining skill and career [in ways that  \n26 vol 48, no 2, 2006 Peer mentoring as an academic resource  \nA U S T R A L I A N U N I V E R S I T I E S R E V I E W  \nare] more inclusive of women’s skills and career paths’(Blackmore, 2004) .  \nThe findings of those inquiries in higher education which have focused on the key barriers to the progress of academic women have been remarkably consistent. Griffith University’s Equity Committee conducted research into gender imbalance at senior academic levels and found that promotion applications by women are linked to supportive Heads of School, personal encouragement from peers or mentors and desire for higher salaries. Among the inhibitors identified were the lack of supervisor or Head of School encouragement, perceived conflict between teaching/pastoral and research achievements, concern with lack of value placed on teaching and‘not feeling ready’(Griffith Equity Committee, 2002) . Charles Sturt University found that the balancing-acts demanded of many academic women between their professional and private lives impacted on their research productivity, with cons","cbCaidyD4BCguTaW","https://ap.wps.com/l/cbCaidyD4BCguTaW","pdf",119173,"English","# Female academics: two steps forward\n## Key barriers to women’s academic advancement\n# Mentors up and down\n## Traditional mentoring models and expected support","[{\"question\":\"What main barriers does the text identify for women academics in Australia?\",\"answer\":\"It highlights difficulties such as inadequate research time, challenges in career planning and promotion, and a lack of institutional support within an often informal professional environment.\"},{\"question\":\"How do the cited studies explain the persistence of gender imbalance at upper levels?\",\"answer\":\"The text links the imbalance to reluctance by women to seek promotion and to women’s greater role in core service provision, supported by references to pay and representation research.\"},{\"question\":\"What does the document say about traditional mentoring relationships?\",\"answer\":\"It describes traditional mentoring as hierarchical, with the mentor acting as teacher and sponsor while instrumental and socioemotional help flows primarily from mentor to protégé.\"}]","Peer mentoring as an academic resource - A U S T R A L I A N U N I V E R S I T I E S R E V I E W | PDF",1792081041]