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.

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编者概述：在大学环境中指导教育工作者

本期《指导与辅导：学习中的伙伴关系》包括来自美国和博茨瓦纳的爱达荷州，内布拉斯加州，科罗拉多州，乔治亚州，怀俄明州，爱荷华州和威斯康星州的学者的研究。这些国际贡献者探索了高等教育的指导实践，重点是大学校长，教职员工和员工发展。关于指导的大量文献证实，在提高知识和价值观以及在大学环境中各级教育者之间传播最佳实践方面，指导起着至关重要的作用。尽管许多学者关注传统的一对一，自上而下的指导关系，但最近的文章（De Janasz＆Sullivan，2004； Mathews，