Effectiveness of Mentor Systems in Enhancing Academic Quality from a Human Resource Management Perspective in Higher Education Institutions

Abstract

The mentor system has been widely used in higher education institutions to enhance human resource development, teaching-learning efficacy, and academic excellence. In order to scientifically evaluate its impact in quality improvement and human resource management techniques, this study explores faculty perspectives. A standardised questionnaire with a five-point Likert scale was used to collect primary data from 105 faculty members. Both descriptive and analytical research designs were used in the study. Statistical techniques used in data analysis included variance, standard deviation, mean scores, percentage analysis, and descriptive statistics. A composite Mentoring Quality Enhancement Index (MQEI) was also created to assess the overall efficacy of mentoring. Higher mean scores show that faculty members have a positive opinion of hybrid learning for lesson preparation, faculty development, and instructional efficacy. The availability of formal evaluation processes, institutional human resource assistance, and mentorship resources, on the other hand, demonstrated much lower mean values and more variability, highlighting shortcomings in institutional support systems. The mentor system is classified as fairly successful based on the MQEI results. This suggests that although mentoring is important for improving academic quality and developing human resources, its efficacy is limited by a lack of incentives, inadequate evaluation procedures, and budget constraints. The research concludes that to strengthen mentor systems in Higher Education Institutions, it is essential to enhance institutional human resource policies, formalize mentoring guidelines, and introduce systematic evaluation frameworks for sustainable academic quality improvement.