Abstract

Disengagement in higher education is a significant issue facing colleges and universities in a post-pandemic world. Mentoring may provide a way for the academy to reconnect faculty and staff with colleagues, students, and their institutions. This study examines the role of mentoring in higher education, focusing on its impact on faculty and staff members. Survey data and qualitative responses from participants revealed the widespread influence of mentoring, with the majority reporting positive experiences as both mentees and mentors. Notably, informal mentoring relationships were more prevalent and impactful than formal programs. The study also corroborates existing literature on the psychosocial and career-related advantages of mentoring, with participants reporting mentoring relationships enhanced work performance and their emotional well-being. Thematic analysis of qualitative responses supported relational leadership theory, highlighting the importance of communication, compassion, and relationship-building in effective mentoring. However, concerning findings emerged regarding leadership development, particularly for those in staff roles and women. While faculty felt encouraged by mentors to pursue leadership roles, staff members expressed a need for such support, potentially leading to a leadership vacuum. Gender disparities further compound challenges, with women experiencing fewer opportunities for advancement and facing a double standard when placed in leadership roles. These findings underscore the critical need for supportive mentoring relationships to address systemic barriers and foster inclusive leadership development in higher education.