Faculty as Part of the Advising Equation: An Inquiry into Faculty Viewpoints on Advising

Abstract

This study examines faculty advisor perspectives on faculty-student advising interactions. A survey questionnaire and two focus groups tapped faculty concerns about a variety of advising issues that faculty members feel contribute or detract from successful advising. Questions regarding the influence of the advising process, including the role of advisors and perceived student expectations, were also asked of advisors. Suggestions for improving the faculty-student advising relationship were also sought. Results suggest that advisors' knowledge of advising and preparation contribute to advising success. Advisors also reported a concern that the time and importance of good advising were not sufficiently recognized by upper-administrative personnel.

Advising style perceptions and preferences of students and advisors.

“…They may not believe that the advising time they spend benefits them in promotion or tenure considerations (Allen & Smith, 2008;Biggs, Brodie, & Barnhart, 1975;Dillon & Fisher, 2000;Severy et al, 1996;Shields & Gillard, 2002); and they may believe that being a good advisor could negatively affect those considerations. Faculty advisors also may not receive recognition or reward for their role (Shields & Gillard, 2002).…”

“…O'Banion (1972O'Banion ( /1994 Broad areas related to advisor responsibility included involvement in advising research, career/life planning, mentoring, new student orientations, personal counseling, course selection and registration, and advising special student populations (Lowe & Toney, 2000;Lynch & Stucky, 2000). Advisors were expected to possess knowledge of the institution's policies and procedures, to know when and where to make student referrals, to keep good records of advisement meetings, and to have a good understanding of general education requirements; these components are viewed as important to successful advisor-student interactions (Afshar & O'Hara, 2006;Beasley-Fielstein, 1986;Dillon & Fisher, 2000;Lowe & Toney, 2000;Lynch & Stucky, 2000).…”

“…An examination of the literature showed that sometimes advisement does not play a role in the process. Dillon and Fisher (2000) examined advisor perspectives on how advising affected or benefited faculty members; the factors contributing to, or detracting from, successful advisor-student interactions; and what could be done to improve faculty advisement.…”

“…For example, participants in the Dillon and Fisher (2000) study indicated that earning the reputation of being a good advisor also could negatively affect a faculty member by resulting in an uneven distribution of students among faculty advisors. In another study, Shields and Gillard (2002) An analysis of the data indicated that differences existed between the perspectives of administrators and faculty advisors regarding advising responsibilities.…”

Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.

“… Possess the ability to disseminate accurate information, to give appropriate guidance, and to be knowledgeable about university and degree requirements (Baker & Griffin, 2010;Creamer, 2000;Dillon & Fisher, 2000;Harrison, 2009;Upcraft & Garner, 1989)  Understand student development and be able to effectively guide students toward setting and reaching goals (Harrison, 2009;Johnson & Morgan, 2005)  Know how and when to effectively guide students to additional campus resources that are needed (Johnson & Morgan, 2005)  Develop relationships with the student (Upcraft & Gardner, 1989)  Show courtesy and respect toward the advisee (Hester, 2008)  Show interest in advisee's academic program (Hester, 2008)  Exhibit approachability (Harrison, 2009) and be a good listener (Hester, …”