This study examined the effects of meeting frequency, structured meeting times, annual agreements, and demographic variables on school counselor perceptions of their relationship with their building principal. Results of a regression analysis indicated that meeting frequency accounted for 26.7% of the variance in school counselor-reported relationship quality scores. More frequent meetings were associated with higher ratings of relationship quality. The presence of a structured meeting time and an annual agreement positively influenced relationship quality to a lesser extent. This indicates that meetings between a principal and a school counselor do not need to be formally structured in order to be an effective method of building relationships between these two parties. School counselors and principals can base practice from these findings by intentionally creating opportunities for frequent meetings.
As higher education leaders, chief academic officers are capable of affecting the ways advising is structured and performed on college campuses, but little is known about how they regard advising. This study investigated the perceptions of 181 chief academic officers at two- and four-year public and private institutions in the U.S. regarding advising tasks. Using a Likert-scale instrument built using the NACADA core competencies, we explored how chief academic officers' perceptions of advisor tasks represent the informational, relational, and conceptual areas of the core competencies. Results revealed small significant differences between institutional type in perceptions of advising roles and functions. This study lays the foundation for future inquiry into perceptions of chief academic officers and other key stakeholders of advising.
Primary-role academic advisors come to the field from a wide variety of social, academic, and vocational backgrounds. There are likely a wide variety of ways in which these advisors are socialized for the work of academic advising and in the larger community of practice of advising. However, advisors’ professional identity development is under-studied, and this lack of understanding is an impediment to the emergence of advising as a profession. This article presents findings on professional socialization from a larger collaborative autoethnographic study of advisor professional identity. We present a collaborative analysis of our reflections on becoming primary-role advisors which includes nine interconnecting themes in an emerging substantive theory of advisor professional socialization. Though it is not generalizable, our model is a proposal on which future research can build.
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