Abstract

This issue of Mentoring and Tutoring: Partnership in Learning includes research from scholars representing Idaho, Nebraska, Colorado, Georgia, Wyoming, Iowa, and Wisconsin in the United States and Botswana. These international contributors explored the mentoring practices in higher education, focusing on university president, faculty, and staff development. A substantial body of literature on mentoring confirmed that mentoring plays a vital role in enhancing knowledge and values and transmitting the best practices among various levels of educators in the university setting. Although many scholars have focused on traditional one-on-one, top-down mentoring relationships, recent articles (De Janasz & Sullivan, 2004; Mathews, 2003) argued mentoring educators in the university setting is best undertaken when engaging multiple mentoring partners in a cross-cultural, collaborative, and non-hierarchical environment.