**1. Introduction**

Traditionally, the professoriate has encouraged the next generation of college and university leaders through mentoring. The term "mentor" originated with the ancient Greek, Mentor, who king Odysseus put in charge of caring for his son, Telemachus, when Odysseus left for the Trojan Wars. Through Mentor, the goddess Athena encouraged and educated Telemachus. Throughout history, mentoring of students who often became the next generation of political and academic leaders was an important role for faculty at the great universities. In popular culture, the term has evolved to mean a trusted advisor, a guide, or a coach [1]. However, within education, mentoring has always played a crucial role, with teachers serving a mentoring role in and out of the classroom. Mentoring benefits both the individual mentors and institutions and, in turn, benefits both the academy and students as it encourages the development of leadership.

Mentoring can be seen as a way for higher education institutions to invest in their junior faculty and staff members as the mentoring relationship provides young members of the institution with experienced mentors who foster the professional and personal skills they need to succeed [2]. Mentors are generally leaders on campus who take on the responsibility of serving as role models and nurturing the next generation by sharing advice, providing feedback, and encouraging them to develop their leadership potential [2]. Often, these mentoring relationships occur informally, but since the benefits of mentoring for individuals and institutions is well established, formal mentoring programs have become a more common systematic method for institutions to encourage junior faculty and staff in their professional development [3]. Regardless of how the relationships are initiated, mentoring plays a significant role in the development of future leaders on college campuses [3].

Ideas about how the pandemic has negatively impacted faculty and staff relationships, their work satisfaction, and their engagement with students and their profession are concerns in higher education institutions. Therefore, it is crucial for administrators and others in higher education to better understand the role of mentoring in faculty and staff relationships with colleagues and their institutions. This chapter examines the role of mentoring in the lives of faculty and staff members in higher education.

This chapter will consider the definition, benefits, stages, and types of mentoring, focusing on the overlap in the development of mentoring and leadership in higher education with an emphasis on gender. The research focuses on mentoring and leadership in the field of higher education, which is distinctively different from leadership and management in the business world but is essential for colleges and universities to understand more fully. The importance of mentors in job satisfaction and job performance will be considered. The chapter will also look at the idea of mentors encouraging colleagues to become leaders through example, shared knowledge, and encouragement. The efficacy of same sex vs. cross-sex mentoring and the efficacy of informal vs. formal mentoring are examined. A brief review of previous scholarship about mentoring in higher education is presented as well as information about how gender impacts mentoring and leadership. Relational leadership theory guides the approach of a study about mentoring relationships in higher education. An online survey instrument, refined from a pilot study, addressed four research questions: RQ1: What role does mentoring play in higher education for faculty and staff members? RQ2: What kinds of mentoring experiences affect faculty and staff members at higher education institutions? RQ3: Are there any gender differences in the mentoring experience for men and women? RQ4: Do mentors encourage their protégés to pursue leadership opportunities? Quantitative results and qualitative findings from this study are shared.
