**6.5 Summary of results and findings**

In summary, this study confirmed the conclusions of previous research on mentoring and leadership in higher education. RQ1 asked, "What role does mentoring play in higher education for faculty and staff members?" It was determined mentoring has a widespread impact in higher education as almost all of the participants reported they have benefited from being mentored and the majority reported mentoring others. RQ2 asked: "What kinds of mentoring experiences affect faculty and staff members at higher education institutions?" The current results confirmed the body of mentoring literature as it relates to the psychosocial and career-related benefits of mentoring relationships with nearly all participants reporting increased work performance and emotional benefits. While the majority of respondents shared their mentoring relationships were informal, this is consistent with previous research that has determined informal mentoring has greater impact than formal mentoring programs. Overall, results demonstrated mentoring relationships are essential for success in higher education.

The narrative comments derived from the open-response questions provided a deeper understanding of the mentoring experience for faculty and staff, allowing for a more comprehensive investigation of the research questions. Support for the

#### *Relational Leadership: Advancing Leaders in Higher Education through Mentoring DOI: http://dx.doi.org/10.5772/intechopen.107700*

Relational Leadership Theory was found in the qualitative comments as participants described the importance of communication, compassion, and relationships. Specifically, responses about the most important thing learned from their mentor outlined many of the dimensions of relational leaders, including a focus on communication, social organizations, network structure, and self-concept. These responses confirmed that individuals respond positively to mentors who exhibit relational leadership behaviors.
