Advisors serve in many, often overlooked, roles. We investigated the supposition that McClellan (2007a) espoused between academic advising and servant leadership. Our hypotheses, that measures of servant leadership and developmental advising are correlated and that wisdom is the best predictor of developmental advising behaviors, were supported. We used Winston and Sandor's (1984) Academic Advising Inventory and Barbuto and Wheeler's (2006) Servant Leadership Questionnaire to examine the relationship. Our sample consisted of 223 undergraduates at a midsized university in the southeastern United States. Implications for practice include enhancing advisor training and development.
Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and advising behaviors have been shown, but student satisfaction remains unexamined. We investigate student satisfaction with servant leadership–based advising. Utilizing hierarchical multiple regression analysis, we found positive correlations between servant leadership and student satisfaction with advising. In particular, advisors' altruistic behaviors elicited the greatest impact on student satisfaction. Implications for practice include advancing advising pedagogy and improving advisor selection and professional development.
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