Differences in Traditional and Nontraditional Students' Preferences for Advising Services and Perceptions of Services Received

Abstract

When traditional students' perceptions of advising were compared to those of nontraditional students, the traditional students placed more value on developmental advising. Overall, traditional students were less satisfied with both the developmental and the prescriptive advising that they had received. However, both groups reported discrepancies between the developmental advising they wanted and what they were receiving.

Perceptions and use of an early warning system during a higher education transition program

“…In addition to discussions about grades, prescriptive advising tasks can include assistance with course selection, schedule planning and registration, referrals to other student support services, explanation of degree requirements and review of student's status in relation to them [11]. Juxtaposed to this pragmatic prescriptive guidance are developmental advising topics that include students' personal problems, self-esteem, interpersonal skills, and study skills, student values, beliefs, and attitudes and the conflicts between them [12,13].…”

Advising style perceptions and preferences of students and advisors.

“…Student demographics have been found to be related to how students rate advising, their preference of advisor type and style, and how they interact with their social networks (Afshar & O'Hara, 2006;Barry et al, 2009;Crockett & Crawford, 1989;Engle & Tinto, 2008;Fielstein, Scoles, & Webb, 1992;Lohfink & Paulsen, 2005;Nadler & Nadler, 1993;Smith & Allen, 2006;Somers et al, 2004). Those demographics include gender, age, ethnicity, classification, GPA, student status, and generational status.…”

“…Student gender, placement in remedial courses, and even student age may relate to student preference for developmental or prescriptive advisement (Crockett & Crawford, 1989;Fielstein, Scoles, & Webb, 1992;Smith & Allen, 2006). Student gender, age, classification, ethnicity, and GPA might relate to whether students prefer male or female advisors or prefer faculty or staff advisors (Afshar & O'Hara, 2006).…”

“…Correlation analysis provided the basis for the strength and direction of any relationship found. Support for using the variables exists in the literature (Afshar & O'Hara, 2006;Allen & Smith, 2008;Barry et al, 2009;Beasley-Fielstein, 1986;Belcheir, 1998;Crockett, 1985;Crockett and Crawford,1989;Dillon & Fisher, 2000;Engle and Tinto, 2008;Fielstein, 1989;Fielstein et al, 1992;Habley, 1994;King, 1993;Larsen & Brown, 1983;Lohfink and Paulsen, 2005;Lynch, 2004;Mottarella et al, 2004;Nadler and Nadler, 1993;Saving & Keim, 1998;Shields & Gillard, 2002;Somers et al, 2004;Weir et al, 2005;Winston & Sandor, 1984a).…”

“…An analysis of the results of the Fielstein et al (1992) study revealed that respondents rated prescriptive items higher than developmental items both in terms of…”