Academic Advising and Living the Examined Life: Making the Case for a Values Perspective

Begley, Paul T.; Johnson, Jill M.

doi:10.12930/0271-9517-21.1-2.8

Cited by 6 publications

(7 citation statements)

References 1 publication

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“…They are the hub of student and academic services (Begley & Johnson, 2001;Lindquist, 1982), and as such, they "should be anchored in the institution's mission" (Berdahl, 1995, p. 7) and are best positioned to "find practical applications for institutional vision" (Abelman & Molina, 2006, p. 7). The curricula, educational requirements, and academic standards of an institution are direct outcomes of institutional vision and the very focus of academic advising (Fox, 2003;Newmann, 1991;Powers, 2006).…”

mentioning

confidence: 99%

Institutional Vision at Proprietary Schools: Advising for Profit

et al. 2007

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A college or university's general approach to students and student support services, as reflected in its institutional vision, can serve to advocate the adoption of one type of advising structure, approach, and delivery system over another. A content analysis of a nationwide sample of institutional vision statements from NACADA-membership colleges and universities was performed. Findings suggest that for-profit institutions are driven by an outcome-oriented, pragmatic mission statement rather than the complex, compelling vision statement often employed by traditional nonprofit institutions. The customer-service model of the former places priority on student affairs, but in the form of highly centralized prescriptive academic-advising operations. Implications for all academic institutions are discussed. Relative Emphasis: research, practice, theory

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confidence: 99%

Institutional Vision at Proprietary Schools: Advising for Profit

et al. 2007

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“…Shaffer, 1998b Richardson, Cregler, & Meyer, 2000;Miller & Woycheck, 2003 Organizational death, process model of Maher, 2006 Outcomes of education (*) (educational outcomes or instructional outcomes or learner outcomes) Macaruso, 2007 P Paradigm shift (paradigms) Schreiner & Anderson, 2005 Paradigms, scientific (paradigms) Hagen, 2005;Schreiner & Anderson, 2005 Parents of college students (parents) Paul, Manetas, Grady, & Vivona, 2001;Keeling, 2003;Firmin & MacKillop, 2008;Simmons, 2008;Joslin, 2009 helicopter parents Simmons, 2008 Pedagogy ( Peer personality Keeling, 2003 Leigh S. Shaffer Severy, Lee, & Polson, 1996;Smerglia & Bouchet, 1999;Reinarz & Ehrlich, 2002;Smith, 2002;Lynch, 2004;Demetriou, 2005;Propp & Rhodes, 2006;Smith & Allen, 2006;Simmons, 2008;Wrench & Punyanunt-Carter, 2008;Barnes, Williams, & Archer, 2010;Museus & Ravello, 2010 Persisters Huggett, 2000;Begley & Johnson, 2001;Lynch, 2002aLynch, , 2002bWaters, 2002;Donnelly, 2004;Leonard, 2004;Barnett, Roach, & Smith, 2006;Smith & Allen, 2006;Steele, 2006;...…”

Section: Opportunity Costs Of College Education (College Costs [Incurmentioning

confidence: 99%

“…Unionization of advisors (union members) (see Personnel, unionization) V Values (*) Fiddler & Alicea, 1996;Begley & Johnson, 2001 Values education (*) Begley & Johnson, 2001;Hurt & Barro, 2006 Volitional planning (planning) Pizzolato, 2006 Voluntary student contact with advisor Schnell, 1998 Vygotsky, Lev Bloom, Propst Cuevas, Hall, & Evans, 2007 W Walking office hour exercise Steinhaus, 1999 Withdrawal ( Women students (women) and career issues Bloom, Propst Cuevas, Hall, & Evans, 2007 Working environment (work environment) Donnelly, 2009 References Abelman, R., & Molina, A. (2001).…”

Section: Student Prematriculation Knowledge Of College (Prior Knowledge)mentioning

confidence: 99%

Cumulative Subject Index to Volumes 16–30 of the NACADA Journal

Shaffer

2010

NACADA Journal

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“…They are the hub of student and academic affairs (Begley & Johnson, 2001;Lindquist, 1982) and "should be anchored in the institution's mission" (Berdahl, 1995, p. 7). An institution's curriculum and educational requirements are direct outcomes of institutional vision and the very focus of academic advising operations.…”

Section: Transforming Vision Into Actionmentioning

confidence: 99%

The Trickle-Down Effect of Institutional Vision: Vision Statements and Academic Advising

Abelman

Atkin²,

Dalessandro

et al. 2007

NACADA Journal

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A description of the kinds of educated humans to be cultivated at a particular institution can be found in the college or university vision statement. The extent that vision is reflected in the governing models of advising operations, known by personnel, and transformed into day-to-day activities was assessed through a NACADA membership survey. Findings suggest a significant disconnect between the lofty educational aspirations and priorities stated in vision statements and the pragmatics of academic advising operations. The trickle-down effect of institutional vision through advising units is further impeded by a lack of access to and familiarity with vision statements, particularly at large, public institutions. Increased advising-supervisor access to upper administration and more carefully crafted vision statements can make visions actionable. Relative Emphasis: theory, practice, research

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Academic Advising and Living the Examined Life: Making the Case for a Values Perspective

Cited by 6 publications

References 1 publication

Institutional Vision at Proprietary Schools: Advising for Profit

Institutional Vision at Proprietary Schools: Advising for Profit

Cumulative Subject Index to Volumes 16–30 of the NACADA Journal

The Trickle-Down Effect of Institutional Vision: Vision Statements and Academic Advising

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