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Thirteen assistants contributed to survey, focus-group, and individual interview components. Thematic analysis identifies two core areas: pre-engagement guidance faculty mentors should provide and the knowledge required to sustain effective ongoing support. 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Weeks  \nDalhousie University  \nMichelle A. Villeneuve  \nUniversity of Sydney  \nSusan Hutchinson Dalhousie University  \nKerstin Roger  \nUniversity of Manitoba  \nJoan Versnel, & Tanya Packer Dalhousie University  \nAbstract  \nWe investigated the experiences of research assistants in their dual role as both employees and trainees, when they were employed in a complex, mixedmethods, Canadian study on the everyday experience of living with and managing a chronic condition. A total of 13 research assistants participated in one or more components of this study: a survey (n = 11), focus group interview (n = 7), and/or individual interview (n = 13) . Thematic analysis identified two key themes: what faculty mentors should provide to research assistants before they begin their work, and what faculty mentors need to know in order to effectively offer ongoing support to research assistants. Our results provide valuable insights for new and experienced faculty members who employ research assistants and for research assistants employed in funded research projects. Our results can inform the development of regulations to ensure that research assistants have greater protection as both trainees and employees.  \nCJHE / RCES Volume 45, No. 4, 2015  \nWhat We Learned about Mentoring / 208  \nL. E. Weeks, M. A. Villeneuve, S. Hutchinson, K. Roger, J. Versnel, & T. Packer  \nRésumé  \nLors d’une recherche canadienne complexe à méthodologie mixte portant sur le quotidien des gens qui vivent avec une condition chronique ou qui doivent engérer les aspects, nous avons exploré le double rôle des adjoints à la recherche, à la fois comme employés et comme stagiaires. Au total, 13 adjoints à la recherche ont participé à au moins une composante de cette étude : un sondage (n = 11), une entrevue de groupe (n = 7), une entrevue individuelle (n = 13). Une analyse thématique a pu repérer deux thèmes principaux : ce que les mentors du corps professoral doivent savoir afin d’aider efficacement et de façon soutenue les adjoints à la recherche, etce qu’ils doivent leur fournir avant ledébut destravaux. Nos résultats fournissent de précieux éclaircissements pour de nouveaux membres et des membres chevronnés du corps professoral qui emploient desadjoints à la recherche, ainsi que pour des adjoints à la recherche qui travaillent à des projets subventionnés. Nos résultats informent les responsables del’élaboration des règlements afin de s’assurer que les adjoints à la recherche disposent d’une protection élargie en tant que stagiaires et employés.  \nStudents are mentored in the research process by faculty members in many contexts within higher education. This can involve: faculty members mentoring graduate students throughout the process of completing a thesis or dissertation (Earley, 2007; Humble, Solomon, Allen, Blaisure, & Johnson, 2006); graduate students participating, in an unpaid capacity, in research collaborations with faculty members on research that results in peer-reviewed publications (Paglis, Green, & Bauer, 2006); students working on a faculty member’s research as a class project (Wulf-Andersen, Holger Mogensen, & Hjort-Madsen, 2013); or an independent study on a topic of interest to the student (Moore, Scarduzio, Plump, & Geist-Martin, 2013) . In this study, we focus on a mentoring context that has received less research attention: situations in which faculty members employ research assistants (RAs) to work on faculty-directed, funded research (Rossouw & Niemczyk, 2013) . While these RAs are employees, their positions are also developmental and educational, which adds complexity to a traditional employee–employer relationship (Edwards, 2009; Rossouw & Niemczyk, 2013) . It is exploring this dual role of employee and ","cbCaivhaltuF4ad1","https://ap.wps.com/l/cbCaivhaltuF4ad1","pdf",627378,22,"English","# Abstract\n## Mentoring needs before work begins\n## Ongoing support requirements\n## Implications for faculty and policy","[{\"question\":\"What dual role do research assistants have in the study?\",\"answer\":\"They function both as employees and as trainees within a complex Canadian mixed-methods health study.\"},{\"question\":\"How many research assistants participated and what methods were used?\",\"answer\":\"Thirteen research assistants participated, contributing to a survey (n=11), focus group interviews (n=7), and individual interviews (n=13), across one or more components.\"},{\"question\":\"What two main themes were identified by thematic analysis?\",\"answer\":\"The study highlights what faculty mentors should provide to research assistants before they begin their work, and what mentors need to know to offer effective ongoing support.\"}]","What We Learned about Mentoring Research Assistants Employed in a Complex, Mixed-Methods Health Study | PDF",1792083452,55]