Guideline Five | For life

5. See the mentoring relationship as ongoing and your role is to start and continually support the careers of researchers under your care

"Hassan takes a continuing interest in his students: so, twenty years after I completed my PhD with him, he is still my first port of call when I have a thorny issue to discuss, or urgently require a reference - and he has never let me down." 

"Agreeing to supervise a PhD student entails making a commitment to much more than the day-to-day overview of a series of experiments, or the development of a programme of analysis that leads to new physical-mathematical theory. It involves forging rapport with the student that potentially lasts a lifetime." 

"It is difficult to express the exact skills that make John an outstanding mentor, but the fact that he is still an active mentor in the academic careers of his graduates, indicates the depth of esteem that is felt between John and his students. He is an excellent example of someone for whom mentoring is a life-long process that doesn’t cease as soon as his students’ graduate." 

It was remarkable how often the mentees mentioned how the mentoring relationship had continued. We need to do that more deliberately. It is easy to lose touch. The great mentors continue contact and link their former students with outstanding scientists throughout the world. 

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