In academia, success is often measured by research outputs, teaching excellence, and career progression. Yet, the relationships that sustain us receive far less attention, particularly in scholarly publication. Traditional, non-personal publications and grants are celebrated, but the intellectual and emotional labour required to meet institutional expectations is rarely acknowledged. The relentless pursuit of excellence and productivity often sidelines the fundamental human need for connection, especially for staff from diverse backgrounds.
Academic life is paradoxically both highly networked and deeply siloed. While we collaborate on research projects, serve on committees, and attend conferences, much of our daily work remains independent and invisible. The competing demands of teaching, publishing, and administration leave little time for relationship-building, creating a professional landscape where colleagues within the same institution may feel profoundly disconnected.
This disconnection is not merely logistical; it carries an emotional toll. Without meaningful connections and a sense of belonging, academic spaces risk becoming transactional, shaped by institutional demands rather than genuine human interaction. Career pressures turn professional interactions into necessities rather than opportunities for mutual growth. While collaboration is essential, it often remains confined to non-personal, structured projects, leaving little room for relationships that nurture intellectual and emotional well-being.
Yet, none of us succeed alone. Behind every published paper, funded project, and teaching innovation are colleagues who provide guidance, support, and encouragement. Despite academia’s collaborative nature, institutions rarely prioritise fostering a true sense of belonging among educators and researchers, especially in diverse research domains or publication output choices.
Much attention has been given to students’ sense of belonging, particularly how engagement and relationships influence academic success (Ahn & Davis, 2019; Crawford et al., 2023; Pedler et al., 2021). Far less consideration is given to educators’ need for connection. Where do educators turn for meaningful professional relationships? Why is belonging just as vital for educators as for students? How do we build networks in an environment that prioritises individual achievement over collective well-being?
Despite academia’s emphasis on intellectual exchange, research and career progression can be solitary journeys. Behind the facade of individual achievement lies a deeper truth: we thrive in the company of others. Fostering meaningful relationships is not a luxury but a necessity. Mentoring through intellectual camaraderie, trusted advising, and intentional community-building plays a crucial role in creating a supportive academic environment. These relationships also serve as sites for learning, leading to research and publication outputs.
A strong academic community offers more than career guidance; it cultivates psychological safety, providing space to share struggles and uncertainties without fear of judgment. It reminds us that we are not merely professionals fulfilling institutional objectives but individuals with identities and emotions shaping our academic journeys. In an increasingly transactional academic environment, where do we find the deeper connections that sustain us?
Mentoring relationships bridge the gap between professional demands and personal connection. They counteract academic isolation by providing spaces where trust, empathy, and shared growth take root. A meaningful mentor-mentee relationship fosters belonging, intellectual camaraderie, and a culture of mutual support. But where is this situated within scholarly pursuits, such as academic research expectations, acknowledgment, and publication?
Maguire, Anderson, and Chavez (2024) illustrate how women mentored by other women in academia feel empowered and persist in facing challenges. Their group-based autoethnography reinforces that mentoring extends beyond individuals, fostering a culture of solidarity and shared resilience. It highlights that support networks are essential to sustaining meaningful academic work.
Yet, academic collaborations often arise in response to external demands such as funding, publication expectations, or administrative requirements, rather than deliberate efforts to cultivate collegiality and shared purpose. When mentoring and relationship-building are valued as integral to academia, partnership moves beyond transactional exchanges to foster relationship-rich collaboration, where mentorship is rooted in trust, mutual learning, and sustained support.
A culture that nurtures these connections enhances knowledge-sharing and productivity while reducing stress. It fosters an environment where scholars learn from each other while supporting student learning, reinforcing education as a collective endeavour. By prioritising relationships over mere outputs, academia ensures that mentoring and collaboration are not afterthoughts but foundational to both scholarly relationship-building and research.
However, for these relationships to shape academic culture, they must not remain isolated experiences dismissed as research artefacts. Building meaningful academic relationships is invaluable, yet sharing these stories relies on academia embracing alternative storytelling as distinct research endeavours, such as individual and group-based autoethnography (Watson et al., 2024) or self-study. These research-based narratives highlight the transformative power of mentorship, showing how relationships rooted in trust and mutual learning influence teaching, research, and well-being. Although publishing such narratives can be challenging (Chang et al., 2014) due to their candid exploration of success and struggle, these scholarly stories serve as vital tools for navigating hierarchies, overcoming isolation, and resisting hyper-competition within academia.
More than personal narratives, these stories empower. They validate relationship-building in academia and show how mentorship and camaraderie create lasting change. When embraced widely, these experiences shift relationship-building from incidental efforts to recognised institutional practice. If academia values innovation and impact, why hesitate to recognise the power of these stories in shaping scholarly culture? Storytelling itself becomes an act of facilitation, inspiring others to invest in meaningful academic relationships and fostering a culture where collaboration and care are the norm. Just as threads intertwine to create a strong and intricate fabric, relationship-rich collaborations, and storytelling weave together the personal and professional, reinforcing that meaningful academic relationships are both the foundation and the fabric of scholarly work. This scholarly pursuit is not secondary to scientific outputs but stands in parity. By amplifying these voices, we celebrate academic camaraderie and pave the way for a more inclusive, supportive, and thriving scholarly community.
References
Ahn, M. Y., & Davis, H. H. (2019). Four domains of students’ sense of belonging to university. Studies in Higher Education, 45(3), 622–634. https://doi.org/10.1080/03075079.2018.1564902
Chang, H., Longman, K. A., & Franco, M. A. (2014). Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color. Mentoring & Tutoring: Partnership in Learning, 22(4), 373–389. https://doi.org/10.1080/13611267.2014.945734
Crawford, J., Allen, K. A., Sanders, T., Baumeister, R., Parker, P., Saunders, C., & Tice, D. (2023). Sense of belonging in higher education students: an Australian longitudinal study from 2013 to 2019. Studies in Higher Education, 49(3), 395–409. https://doi.org/10.1080/03075079.2023.2238006
Maguire, K. R., Anderson, A. M., & Chavez, T. E. (2024). Shared wisdom: a collaborative autoethnography on mentorship and women supporting women in academia. Mentoring & Tutoring: Partnership in Learning, 32(3), 230–247. https://doi.org/10.1080/13611267.2024.2332952
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2021). A sense of belonging at university: student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397–408. https://doi.org/10.1080/0309877X.2021.1955844
Watson, V. T., Smith, F. A., & Gooden, C. (2024). Stitching Narratives: Poetic Autoethnography of Black Women’s Mentorship in Academia. Cultural Studies Critical Methodologies, 24(3), 204-209. https://doi.org/10.1177/1532708624122
