Academic mentoring for a university career in the 21st century

University careers need to be redefined in line with the future role of universities, as suggested by studies on the evolution of universities through 2030. Mentoring for an academic teaching career is seen as a way to develop and advance an academic career. However, it also needs to be redefined in line with trends in the development of universities, especially as there is an increasing call for an explicit and formal model of mentoring for academic careers. The present research, conducted using a mixed-methods design, aimed: to analyses the perceptions of academic staff regarding the necessity of mentorship. The research questions are: What is the perception of academic staff on mentoring and its need? Are there statistically significant differences in the perception of academic staff according to key-variables, such as: teaching degree, seniority in education, the field in which the academic staff work? What is the perception of academic staff regarding the optimal form of mentoring organization ant the primary qualities of a mentor? How do academic staff at different stages of their academic careers perceive the need for mentoring, its duration, and the characteristics of a mentor? The research was conducted between April and September 2025 and involved a total of 359 respondents from 6 universities in Romania. A Likert-type questionnaire with 17 items was used, grouped into the necessity of mentorship regarding teaching activities/research activities and institutional behavior, along with an open question regarding personal perceptions on mentorship in the university. Additionally, interviews were conducted with individuals who have participated in mentorship activities. The analysis and interpretation of the data highlighted the existence of a need for mentoring in universities, which is primarily perceived as a “path for professional and personal development”. The need for mentoring is emphasized by respondents at the beginning of their academic careers, followed by those experiencing special moments, such as promotions. Scientific activity is one of the areas of mentoring that requires more attention compared to mentoring in teaching activities. Additionally, regular meetings with a mentor within a mutually agreed-upon program are the most preferred in the mentoring relationship. The most appreciated traits of a mentor identified in this research were: communication skills, the ability to reflect, the ability to adapt, the ability to collaborate, and, last but not least, curiosity and openness to new things. The interviews underscored once again the idea of the necessity for academic mentoring, which should be conducted in an “institutionalized” form, based on a relationship of trust and professionalism, where the mentor and mentee are compatible in terms of psychological traits, professional values, and human communication.