Impact of Faculty Advisor Perceptions of Academic Advising and Effects on Advising Process at a Medium-sized North-East Regional Undergraduate College PDF Download
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Author: Brian D. Walton
Publisher:
ISBN:
Category : College costs
Languages : en
Pages : 0
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Book Description
In the dynamic educational environment, college and university leaders are feeling more pressure from federal and state funding agencies to justify the rising cost in college education. A major influence in student success is the ability of students to develop attainable educational and career goals. College administrators put academic advisors in place to help shape and advance these goals and to give students additional support. A strong emphasis is put on the importance of academic advising. The research study sought to examine what can be learned from individual interviews with exemplar academic advisors to improve the academic advising process. The research study specifically explored how exemplar faculty's perceptions of academic advising impact the advising process at North Atlantic Technical College (pseudonym). To answer this question, the exemplar advisors detailed their perceptions of the tools, training, and education they have and use toward carrying out the advising process. Participants also described what barriers and supports are in place to determine how their perceptions of academic advising impact the outcome at North Atlantic Technical College. The research design used was an interview-based basic qualitative study to build on previous studies of academic advising by reviewing the literature on what should happen throughout the advising process and which skills and tools the advisor uses to assist students in navigating through academic, career, and personal objectives. Findings within the study identify advisor perceptions of the academic advising process and bridge the gaps between understanding and inefficiency in the advising processes. Applying such understanding may prove advantageous for both students and advisors by (1) elevating retention for the college/university, and (2) successfully guiding the student toward earning a college degree.
Author: Brian D. Walton
Publisher:
ISBN:
Category : College costs
Languages : en
Pages : 0
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Book Description
In the dynamic educational environment, college and university leaders are feeling more pressure from federal and state funding agencies to justify the rising cost in college education. A major influence in student success is the ability of students to develop attainable educational and career goals. College administrators put academic advisors in place to help shape and advance these goals and to give students additional support. A strong emphasis is put on the importance of academic advising. The research study sought to examine what can be learned from individual interviews with exemplar academic advisors to improve the academic advising process. The research study specifically explored how exemplar faculty's perceptions of academic advising impact the advising process at North Atlantic Technical College (pseudonym). To answer this question, the exemplar advisors detailed their perceptions of the tools, training, and education they have and use toward carrying out the advising process. Participants also described what barriers and supports are in place to determine how their perceptions of academic advising impact the outcome at North Atlantic Technical College. The research design used was an interview-based basic qualitative study to build on previous studies of academic advising by reviewing the literature on what should happen throughout the advising process and which skills and tools the advisor uses to assist students in navigating through academic, career, and personal objectives. Findings within the study identify advisor perceptions of the academic advising process and bridge the gaps between understanding and inefficiency in the advising processes. Applying such understanding may prove advantageous for both students and advisors by (1) elevating retention for the college/university, and (2) successfully guiding the student toward earning a college degree.
Author: Caryn Mari Filson
Publisher:
ISBN:
Category :
Languages : en
Pages : 198
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Book Description
Abstract: Academic advising is an integral part of the college experience. Outcomes of academic advising may be more critical than realized by either advisors or advisees. Studies have been compiled to suggest that meaningful and developmental contact with advisors promotes student success (Johnson & Wang, 2011; Kuh, 2008; Tuttle, 2000). However, a review of literature was used to reveal that students are dissatisfied with their academic advising, and that an extensive need exists to educate and train academic advisors on methods needed for establishing effective advising for college students. Therefore, the purpose of this descriptive-correlational study was to describe current undergraduate students' perceptions of academic advising practices within the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The theoretical foundation for this study included two theories of student development. Perry's (1970) Theory of College Student Intellectual Development was used to describe how college students progress through three major stages of thought in their cognitive development. Chickering's (1969) Seven Vectors of Student Development Theory was used to identify seven vectors along which college students continually develop. The researcher-designed questionnaire in this study contained 20 Likert-scale items that originated from the National Survey of Student Engagement (NSSE). The researcher employed an online survey provider for data collection. Analyses of the results indicated that academic advisors in CFAES were providing good quality advising to their undergraduate advisees. Academic advisors in CFAES were rated positively in regards to their relationships with undergraduate advisees. Students reported that advisors were available, and provided accurate and up-to-date information when it was needed. It was also found that the institution provided good quality academic advising to undergraduate students in CFAES, as well as provided support to help students succeed academically through academic advising. Analyses of the results also identified areas of improvement for academic advising practices in CFAES. Academic advisors in CFAES are advising only half of their assigned undergraduate advisees, while half of the students indicated they were using sources other than their assigned advisor for advising needs. It was also reported that academic advisors in CFAES do not tend to discuss career plans with undergraduate advisees. It was concluded that undergraduate students in CFAES were generally satisfied with the quality of academic advising they received at the college and the institution. Relationships indicated that the more frequent contact advisees have with their advisors, the more likely they were to be satisfied with the advising practices and engaged in enriching educational experiences. Recommendations included providing academic advisor training for new faculty members to inform them of the policies, procedures, and effective practices in academic advising. A second recommendation was for the college to conduct professional development opportunities for faculty members who serve as advisors to update them on the current research and advising practices. Further recommendations included to assess the effectiveness of advisors by using student feedback and to encourage advisors to maintain regular office hours and offer varied modes of contact with advisees.
Author:
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ISBN:
Category :
Languages : en
Pages :
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Two historical aims of undergraduate education have been to involve students in the content of learning and to involve students with faculty (Gordon, Habley, & Associates, 2000). Involving students in the content of the learning happens almost automatically during class time, lab meetings, academic clubs, and extracurricular arts events. Actually involving students with faculty has been somewhat more difficult. One method used to engage students with faculty is academic advising. Academic advising in some form has been a part of higher education in the United States almost since its beginning (Gordon, 1992), but it wasn't until 1979 that the National Academic Advising Association (NACADA) was established. In 1980 the association worked in conjunction with the Council for the Advancement of Standards to set goals for academic advising; however, little research has been done regarding their efficacy. A series of national studies on academic advising, done in 1979, 1983, 1987, 1992, 1998, and in 2003, has been conducted by the American College Testing (ACT) program in collaboration with NACADA. The last five of the national surveys have included a section for the assessment of the goals for advising. One survey was completed for each institution. These surveys have provided substantial data from many institutions, however, with just one person reporting from each institution, responses may not have been reliable in describing the totality of academic advising at each institution. The majority of respondents were not strictly involved in academic advising but were from academic departments, counseling departments, student affairs, enrollment management, admissions, or some other unit on campus. This raises a question regarding respondents' complete knowledge of and participation in the entire advising processesD ystems at the institutions and, therefore, the accuracy of the reporting of how well the goals are being met. A more accurate picture of how well the.
Author: Linda Marie Hockaday
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 192
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As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.
Author: Runie J. Mensche
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 230
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This research study aimed to explore the perceptions and lived experiences of students and faculty advisors of academic advising practices. This qualitative phenomenological study utilized Tinto's (1975, 2012, 2013) theories of student retention and departure and Astin's (1984) theory of student involvement as frameworks in understanding how retention rates and student success are connected to ineffective or quality faculty advising practices. Four research questions served as a guide for this study. The research questions addressed how student participants and faculty advisors described effective academic advising practices and barriers to retention and faculty advisor issues. Individual interviews with students and faculty advisors were used to gather data. Four themes emerged from the interviews: it [faculty advising] is all about communication and relationships, personalized intentionality, we don't do prescriptive advising here, and this is not enough. Although a link between persistnence and advising has been established, there is a need to research further academic advising approaches from a faculty member perspective. Student participants expressed communication, trustworthiness, approachability, and transparency as means to provide effective advising. Faculty advisors expressed institutional barriers such as a lack of professional development hindering their ability to provide quality advising service. The data gathered in this study may influence higher education professionals' understanding of how faculty advising contributes to an institution's retention and persistence initiatives.
Author: Lucille Hughes Leonhardy
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 294
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Author: Michelle Johnson-Garcia
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 170
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Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and contribute to current research by attempting to better understand faculty attitudes towards their role in developmental student advising. The problem addressed in this study is although effective academic advising is closely linked to students' positive college experience and retention, students continue to report dissatisfaction with the advising they receive as part of their college experience. The theoretical framework for this study lies in Fishbein's Attitude Development Theory as it differentiates among beliefs, attitude, intentions, and behaviors. A quantitative, non experimental, survey research design was used and a mixture of descriptive analyses, repeated measures analyses of variances (ANOVAs), and post-hoc analyses were implemented. This study's data supports the notion that faculty believe that academic advising is an essential part of a student's college experience and that faculty believe they should be responsible and are competent in providing most, if not all, of these advising functions. A greater understanding of faculty attitudes will open the door for discussion and action to enhance design and involvement in developmental programs for faculty advisors. Understanding faculty's attitudes regarding effective student advising will allow institutions to better serve the needs of students and therefore increase student satisfaction.
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Category :
Languages : en
Pages : 0
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Students transferring from the Wisconsin Technical College System into University of Wisconsin baccalaureate institutions consistently trail the general student population in first-year grade point average, second-year retention rate, and six-year graduation rate. The purpose of this research was to explore the perceptions of professional academic advisors at University of Wisconsin baccalaureate institutions regarding their advising interactions with transfer students from the Wisconsin Technical College System. Due to the one-on-one nature of academic advising interactions, academic advisors' insight into the barriers Wisconsin Technical College System students encounter when transferring into University of Wisconsin baccalaureate institutions is valuable. This study also aimed to provide better understanding of professional academic advisors' approaches to foster Wisconsin Technical College System transfer students' academic success. Nineteen professional academic advisors at four University of Wisconsin baccalaureate institutions were interviewed for this qualitative, inductive study. Study participants were asked to share their perceptions of their position's role, practice, and impact on student outcomes before reflecting upon their advising interactions with Wisconsin Technical College System transfer students. Research techniques commonly associated with phenomenological and grounded theory studies were used to analyze participants' responses. Though a common approach to advising practice failed to materialize, this study found that participants' perception of their position's roles and objectives largely adhere to the Centralized Standards for Academic Advising (Gordon, Habley, & Associates, 2000). In addition to fulfilling these Standards, relationship-building emerged as an important component to the student-academic advisor interaction. Participants viewed academic advising as a process that prepared students to become competent and confident decision-makers regarding their academic career. Student persistence represented an outcome participants believed they can impact as an academic advisor, but not an outcome that measures advising effectiveness. In focusing on their advising interactions with Wisconsin Technical College System transfer students, participants expressed that these students often exhibit more circumstances to consider when academic-planning. However, academic advisors did not alter their facilitation of the advising process when working with Wisconsin Technical College System transfer students. Implications and recommendations in response to these findings are also discussed.
Author: Marilyn Mansfield Dillsi
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 346
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Author: Kim Graham Smith
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 304
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