The impact of mentoring and collegial support on faculty success: An analysis of support behavior, information adequacy, and communication apprehension

This study investigates the relationship between mentoring and collegial support systems, information adequacy, communication apprehension, and faculty success. Professors (N = 224) at two universities were surveyed. Results showed that patterns of communication and success differed by gender/mentee status. Canonical analysis, controlling for gender/mentee status, supported the hypothesized relationships.