Congruence Between Student And Adviser Perceptions Of Academic Advising
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Congruence Between Student And Adviser Perceptions Of Academic Advising
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Author : Lisa M. Bingham
language : en
Publisher:
Release Date : 2000
Congruence Between Student And Adviser Perceptions Of Academic Advising written by Lisa M. Bingham and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with College students categories.
The purpose of this study was to assess the congruence of perceptions of academic advising between students and advisers. Seventeen tasks involved in developmental academic advising were identified from a review of current academic advising literature. These criteria became the basis of a questionnaire that asked students whether their adviser fulfilled each task, and whether they were satisfied or dissatisfied overall with advisers. The same seventeen criteria were listed on a questionnaire distributed to academic advisers. Advisers were asked the degree to which they perceived students desired each advising task. Adviser and student perceptions were congruent on the majority of advising criteria, but three significant differences arose. Students reported wanting: a) more help setting goals than advisers perceived, b) encouragement in risk taking through different classes and involvement, and c) help with time management and study skills. Academic advisers rated these tasks significantly less important than did students. Other key discrepancies were between students' indications of academic advising tasks desired and advising tasks received. Help with goal setting again arose as a task desired but with which students did not receive assistance. Students also reported some tasks lacking that advisers rated as very important. Most advisers considered helping students with decision making to be important. Many students indicated that they are not receiving assistance in this area. Most advisers recognized the importance of remembering students' names. Students agreed that these tasks were important, yet many indicated dissatisfaction with both criteria. Students are looking to advisers as information sources pertaining to more than their field of study. They want advisers to be familiar with campus resources and different educational options; they also expressed significant dissatisfaction with these tasks, whether satisfied or dissatisfied overall with their advisers. Prevalent factors inhibiting academic advisers from performing desired tasks were lack of time, heavy workload, and overwhelming numbers of advisees. These may explain students' dissatisfaction with noted advising criteria. Advisers recognize most student desires, but are too overwhelmed to fulfill advising tasks. Training, communication, and an increased value and recognition of academic advising as a key retention tool are important means of approaching and accomplishing effective advising services.
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions
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Author : Linda Marie Hockaday
language : en
Publisher:
Release Date : 2020
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions written by Linda Marie Hockaday and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Counseling in higher education categories.
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.
Humanizing Academic Advising
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Author : Bipasha Dey
language : en
Publisher:
Release Date : 2020
Humanizing Academic Advising written by Bipasha Dey and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Community colleges categories.
Academic advising plays a critical role in student success and retention at the community college level; however, there is a need for further research from the perspective of academic advisors to understand advising practices and overall student service. The purpose of this qualitative study was to explore the advising experience of academic advisors at a community college to understand how to improve advising practices and continue enhancing student success and retention. The research study examined the roles, practices, and perceptions of the academic advising relationship and how its relation to student success is conceptualized through the lenses of eight academic advisors. The research questions served as a guide to corroborate with the purposes of the qualitative study and focused on the connections between an academic advisor's job description and their interpretation of their advising experience; the relation between academic advising and student success from the perspective of an academic advisor; and how the perception of the advising relationship is different from the institutional expectation of student success. Through semi-structured interviews and focus groups, the instrumental case study revealed that academic advising impacts not only students' success but provides opportunities to enhance their academic advising experiences, practices, and comprehension of the importance of academic advising in relation to their overall college experience.
Academic Advising And Tutoring For Student Success In Higher Education International Perspectives
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Author : Emily Alice McIntosh
language : en
Publisher: Frontiers Media SA
Release Date : 2021-02-16
Academic Advising And Tutoring For Student Success In Higher Education International Perspectives written by Emily Alice McIntosh and has been published by Frontiers Media SA this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-02-16 with Science categories.
Student Perceptions Of Academic Advisement At A Public Suburban Community College
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Author : Amanda Fox
language : en
Publisher:
Release Date : 2022
Student Perceptions Of Academic Advisement At A Public Suburban Community College written by Amanda Fox and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
This research study examined student perceptions of advisement experiences with a primary role advisor in a centralized advising office. The intent was to explore the connection between academic advising and student connectedness to the institution. This study utilized Tinto's theory of student departure to provide an understanding of how student success can be impacted by institutional relationships, particularly in a community college environment. Tinto asserted that a student's decision to stay or depart from an institution was largely impacted by interactions and relationships between the student and other members of the institution (Tinto, 1975). This study aimed to explore students' perceptions of effective advising strategies and barriers, which may have contributed to their retention and persistence. This study utilized a qualitative case study approach, guided by three research questions. Data collected consisted of observations, interviews, and artifacts. Data analysis explored thematic connections linking student advising and student support experiences to overall institutional connectedness. The findings of this study can be used to inform future decision making about the delivery of advising services, specifically focusing on the needs of community college students.
Academic Advising
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Author : Virginia N. Gordon
language : en
Publisher: John Wiley & Sons
Release Date : 2011-01-13
Academic Advising written by Virginia N. Gordon and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-01-13 with Education categories.
One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.
Describing Undergraduate Students Perceptions Of Academic Advising Practices In A College Of Food Agricultural And Environmental Sciences
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Author : Caryn Mari Filson
language : en
Publisher:
Release Date : 2012
Describing Undergraduate Students Perceptions Of Academic Advising Practices In A College Of Food Agricultural And Environmental Sciences written by Caryn Mari Filson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
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.
Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College
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Author : Brian D. Walton
language : en
Publisher:
Release Date : 2022
Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College written by Brian D. Walton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with College costs categories.
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.
Beyond Foundations
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Author : Thomas J. Grites
language : en
Publisher: John Wiley & Sons
Release Date : 2016-08-30
Beyond Foundations written by Thomas J. Grites and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-08-30 with Education categories.
Sharpen advising expertise by exploring critical issues affecting the field Beyond Foundations, a core resource for experienced academic advisors, gives practitioners insight into important issues affecting academic advising. In addition to gaining understanding of foundational concepts and pressing concerns, master advisors engage with case studies to clarify their roles as educators of students, as thought leaders in institutions, and as advocates for the profession. Pillar documents—the NACADA Core Values, NACADA Concept of Academic Advising, and CAS Standards—serve as sources of both information and inspiration for those seeking to improve advising. New strategies inform advisors helping a diverse student population delineate meaningful educational goals. Each chapter prompts productive discussions with fellow advisors interested in cultivating advising excellence. To promote advisor influence in higher education, experienced contributors explain new trends—including the impact of external forces and legal issues on postsecondary institutions—and the evolution of advising as a profession and a field of inquiry. Expert insight and practical focus contribute to the development of experienced advisors. Use existing resources in new ways to master advising roles and encourage student success Apply theory to advance advising practice Create and optimize professional development opportunities Establish recognition for the contributions of academic advisors to the institution and higher education Face challenges created by the changing higher education landscape Advisors must meet the expectations of students, parents, faculty members, administrators, and outside agencies, all while navigating an increasingly complex range of issues presented by a student population unlike any that has come before. Beyond Foundations provides the insight and clarity advisors need to help students achieve their educational goals and to advance the field.
Nontraditional Community College Students And Faculty Advisors Perceptions Of Academic Advising
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Author : Kim Graham Smith
language : en
Publisher:
Release Date : 2010
Nontraditional Community College Students And Faculty Advisors Perceptions Of Academic Advising written by Kim Graham Smith and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Community college students categories.
Accountability by all parties to keep the lines of communication open during the advising process must also occur for advising to be successful.