MENTORING IN NIGERIAN HIGHER EDUCATION: DUAL ROLES AND IMPLICATIONS FOR ACADEMIC DEVELOPMENT

Abstract

Mentoring in Nigerian higher education institutions is crucial for academic and
professional development, yet it can also become a source of exploitation. The dual character
of academic mentoring—where mentors act as either opportunistic tormentors or supportive
guides—is investigated in this paper. Examining both the favourable effects of mentoring on
research output and the negative consequences of exploitative methods on mentees' well-being
using Social Exchange Theory as a framework, the paper shows weaknesses in formalised
mentorship systems that let unethical behaviour continue. Using case studies and flow charts,
this paper shows typical "tormenting" behaviours in mentoring. Results imply that Nigerian
colleges have to put in place disciplined, moral mentoring programs and responsibility systems
to provide a balanced intellectual environment fit for development.