Abstract
This article examines mentoring as a strategic pathway to tenure and promotion within university faculty careers. Synthesizing organizational communication research and experiential data from a formal mentoring initiative, it delineates four progressive mentoring functions teaching counseling institutional advocacy and sponsorship and situates them within a hierarchy that balances mentor investment with protege advancement. The analysis identifies critical benefits for participants including enhanced information adequacy reduced role ambiguity increased scholarly productivity and strengthened institutional retention. It also addresses gender equity concerns by highlighting power differentials that may limit access to influential mentors. Practical guidelines recommend structured matching processes clear performance standards continuous feedback and shared accountability to cultivate effective mentoring cultures. By linking mentoring theory faculty socialization career development higher education administration and organizational culture, this article provides evidence informed recommendations for departments seeking to foster inclusive professional growth and sustain competitive academic excellence.
Recommended Citation
Alexander, J.C.
(1992)
"Mentoring: On the Road to Tenure and Promotion,"
Association for Communication Administration Bulletin: Vol. 79, Article 7.
Available at:
https://stars.library.ucf.edu/aca/vol79/iss1/7
