Strengthen the Bond: Relationships Between Academic Advising Quality and Undergraduate Student Loyalty

Abstract

Extant research suggests that student loyalty, a strong bond between the student and university, positively affects important student outcomes, most notably retention. In this article, we advance the notion that academic advisors should become managers of the student–university relationship. We examine the correlation between respondents' perceived quality of academic advising and their loyalty to the university as measured by our recently developed Student University Loyalty Instrument, administered to 1,207 undergraduates at three comprehensive midwestern institutions. Results suggest that a positive relationship exists between the perceived quality of academic advising and student loyalty, other meaningful indicators of the student–university relationship, and specific student demographic characteristics. Recommendations for academic advising practice are shared.

Relational Advising: Acknowledging the Emotional Lives of Faculty Advisors

“…As Hunter and White () explain, “Academic advising, well developed and appropriately accessed, is perhaps the only structured campus endeavor that can guarantee students sustained interaction with a caring and concerned adult who can help them shape such an experience” (p. 21). Research supports the notion that advisor–advisee relationships can positively affect students’ connection to their institutions and their academic success (Drake ; Light ; Vianden ; Vianden and Barlow ; Young‐Jones et al. ).…”

Effective Advising: How Academic Advising Influences Student Learning Outcomes in Different Institutional Contexts

“…For example, Metzner (1989) showed that academic advising services have both direct and indirect effects on student retention. A more recent study by Vianden and Barlow (2015) revealed student's perception of quality advising has a positive association with student's loyalty, an indicator of retention. However, while student retention and satisfaction are important student outcomes, they cannot adequately measure students' learning and development.…”

“…Most empirical studies of academic advising have traditionally focused on the influence of academic advising on students' retention and satisfaction (e.g., Beal & Noel, 1980;Fielstein & Lammers, 1992;Metzner, 1989;Vianden & Barlow, 2015;Waggenspack & Hensley, 1992). For example, Metzner (1989) showed that academic advising services have both direct and indirect effects on student retention.…”

“…Despite academic advising's theoretical and professional development, extant literature lacks convincing evidence that advising has an impact on students in practice (Hagen & Jordan, 2008). Previous studies have found a positive association between academic advising and student's retention and satisfaction (Kohle Paul & Fitzpatrick, 2015;Vianden & Barlow, 2015), yet little empirical research has examined the relationship of advising and other metrics of learning outcomes. Additionally, the existing literature focuses on a single institution or uses a small sample, which limits its generalizability throughout the field (Erlich & Russ-Eft, 2012;Metzner, 1989;Smith & Allen, 2014;Young-Jones, Burt, Dixon, & Hawthorne, 2013).…”

Untitled

“…A high level of engagement is especially important at high enrollment, research-intensive institutions. Even though a strong connection between student and adviser has implications for multiple positive student outcomes (Vianden & Barlow, 2015), students often report dissatisfaction with the academic advising they receive (Allen & Smith, 2008: Keup & Stolzenberg, 2004.…”