ABSTRACT
This chapter examines the use of mentoring in higher education. Using empirical evidence collected from one institution a new university in the north of England it attempts to identify the nature of support required by newly appointed staff, in order to inform the development of mentoring schemes that meet the needs of both the individual and the institution in a more effective way. The chapter discusses the field of management and education literature that is used for a discussion of the meanings of mentoring and the characteristics of effective mentoring relationships, before considering the specific arrangements for mentoring in higher education. Cunningham agrees that reasons for the introduction of a mentoring programme in higher education institutions include helping staff to adjust to the workplace and acquire skills and experience that enable them to contribute more effectively. The provision of effective mentor support for all new academic staff can only result in an effective induction and integration into higher education.
