This article describes the details of a mentorship program implemented by one university to train accounting doctoral candidates as educators, thus responding to calls by the Pathways Commission (2012), prior research (Gribbin, Sobery, and Braswell 2002; Brink, Glasscock, and Wier 2012), and the AACSB (2013) for thoughtful training of our future teacher-scholars. The two-semester program enables doctoral program directors to meet each doctoral candidate at his/her point of need, includes recommendations for supporting international doctoral candidates, and advocates for an appreciation of the synergies between research and teaching. As such, this study should be of interest to doctoral program directors, doctoral candidates, and administrators.

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