More than 43,500 staff and faculty members weighed in for this year’s survey about what makes certain institutions great places to work.

Everyone agrees that it helps new professors find their way. But it works best when colleges recognize and support mentors’ efforts.

Kathleen Conzen, a historian at the University of Chicago, inspired such devotion among her mentees that they held a symposium on her when she retired.

Stanley N. Katz, a historian at Princeton University, is proud to say he has stayed in touch with students he taught as far back as the 1960s.

Robert T. Paine, a retired ecologist at the University of Washington, is known for encouraging students to follow their own interests.

Richard A. Tapia, a mathematician at Rice University, says he knows how to be both a friend and an adviser to his students.

How can you avoid a picking a bad mentor if you’re not sure what you’re looking for in the first place?

The new era of mentoring is based increasingly on relationships created within virtual spaces, but they don’t just happen. Here’s how to develop them.

Although it’s rarely discussed, a personal relationship is what makes mentoring meaningful for both parties.

Now more than ever, those employed in higher education face the forces of change.

Tenure-line faculty members don’t have bosses. Administrators really, really do.

Search committees spend a lot of time thinking about which finalist seems to want the job most.