The Professionalization of Academic Advising: A Structured Literature Review

McGill, Craig M.

doi:10.12930/nacada-18-015

Cited by 25 publications

(46 citation statements)

References 24 publications

(57 reference statements)

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“…Better understanding of the perceptions of the leaders on our campuses will help the field of academic advising take stock of how advising is perceived, understood, and practiced in different institutional contexts. Although extreme standardization of practices from one setting to another is undesirable due to the importance of advising working for its particular institutional setting, clarifying the complexity of the advising process and raising the bar for how academic advising is performed is critical to our ongoing professionalization (McGill, 2019). With this information, the field can better advocate its worth and value for student success.…”

Section: Resultsmentioning

confidence: 99%

“…The field of academic advising currently strives for professionalization, a ''process by which a nonprofessional occupation is transformed into a vocation with the attributes of a profession'' (Shaffer et al, 2010, p. 68). In a review of the literature from 1980 to 2016, McGill (2019 identified five obstacles to professionalizing advising: the need to further define the field; the role of the professional association; the professional development and required education needed to perform the advising role; personal and occupational autonomy from other professional entities; and the lack of a consistent home for advising. Professionalizing occupations matters because doing so is the primary way members of a given field can increase the understanding and value of their work to important stakeholders and the public at large.…”

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confidence: 99%

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Administrator Perceptions of Academic Advisor Tasks

2020

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As higher education leaders, chief academic officers are capable of affecting the ways advising is structured and performed on college campuses, but little is known about how they regard advising. This study investigated the perceptions of 181 chief academic officers at two- and four-year public and private institutions in the U.S. regarding advising tasks. Using a Likert-scale instrument built using the NACADA core competencies, we explored how chief academic officers' perceptions of advisor tasks represent the informational, relational, and conceptual areas of the core competencies. Results revealed small significant differences between institutional type in perceptions of advising roles and functions. This study lays the foundation for future inquiry into perceptions of chief academic officers and other key stakeholders of advising.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

Administrator Perceptions of Academic Advisor Tasks

2020

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“…The variety and complexities of advising delivery models have led to the emergence of obstacles to the professionalization of advising, many of which were identified in Chapter 2: (a) issues facing the profession , such as the need for clear definitions of academic advising and the demands of academic advising from professional associations; (b) institution‐level administrative issues , including a lack of a consistent institutional administrative home for advising and the isolation of advising that often occurs in decentralized modes; (c) structural challenges , such as a lack of personal and professional autonomy at institutions, unclear expectations and responsibilities of faculty advisors, and workload inequity among professional advisors; and (d) training and professional development needs , including the need the need of training of using advising technology and an increasing need for professional development on advising knowledge and skills (He and Hutson, 2017; Hutson, 2013; McGill, 2019; McGill et al., 2020).…”

Section: Individuals In the Ecosystemmentioning

confidence: 99%

An ecological approach to understanding the scholarship of advising practice and administration

Young

Zeng

2021

New Drctns Hghr Edu

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In order to further the argument for the consideration of advising as a high‐impact practice, there is a need for the organization of knowledge surrounding advising. This chapter contributes to the ongoing efforts to chronicle the landscape of literature on the scholarship, administration, and practice of advising. Summarization of the major themes found in empirical and best practices literature, as well as a synthesis of learning from advising‐related reports is provided alongside the introduction of a typology that draws from Bronfenbrenner's Ecological Model in an effort to organize research approaches to advising in the field of higher education.

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“…Inherent within the outcomes of such research is the call for the 'professionalization' of personal tutoring. In the United States, wider research on defining the role from those undertaking it (Larson et al, 2018), identifying required competencies (Menke et al, 2018) and the question of professionalization has been carried out (Shaffer et al, 2010;McGill, 2019;McGill et al, 2020). While the last of these is arguably more advanced in the United States, comparable dilemmas exist and leaders in the field argue the role has not yet met the sociological and societal conceptions of a 'profession' (Shaffer et al, 2010;McGill, 2019).…”

Section: Introductionmentioning

confidence: 99%

Professional Standards and Recognition for UK Personal Tutoring and Advising

Walker

2020

Front. Educ.

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The Higher Education and Research Act established both a regulatory framework and the Teaching Excellence Framework (TEF) with associated metrics for student retention, progression and employability in the United Kingdom. As a key site in meeting these requirements, the significance of personal tutoring is clear. Despite this, according to existing institutional research, there is a need for developmental support, greater clarification on the requisite competencies, and adequate recognition for those undertaking this challenging role. Moreover, arguably compounding these concerns is the lack of distinct professional standards for personal tutoring and advising against which to measure effective practice, only recently addressed by the publication of The UKAT Professional Framework for Advising and Tutoring. Through a review of the literature supported by findings from a survey of practitioners, this paper discusses the need for such standards, and the skills and competencies populating them. Additionally, the usefulness of pre-existing standards pertinent to tutoring work (such as the United Kingdom Professional Standards Framework for Teaching and Supporting Learning in HE) are evaluated and the value and recognition with which personal tutoring standards could be associated are advanced. The survey supported the need for specific standards-represented by the UKAT framework-as evident from the literature. Justifications provided for both this and the opposing view are examined. Clarity for both individual practitioners and institutions was stipulated along with meaningful recognition and reward for this work which is considered highly important and yet 'invisible.' The participants and literature reviewed identify relevant content along with illuminating the debate about the relationships between personal tutoring, teaching and professional advising roles. Valuable analysis of standards, recognition and reward also emerged. This is considered by discussing the connection between standards and changes to practice, responses to policy developments and the purpose of 'standards' in comparison to 'guidance.' The paper proposes that the recent introduction and use of a bespoke framework is a necessary response to alleviate some of the current tensions which beset personal tutoring and advising in higher education.

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The Professionalization of Academic Advising: A Structured Literature Review

Cited by 25 publications

References 24 publications

Administrator Perceptions of Academic Advisor Tasks

Administrator Perceptions of Academic Advisor Tasks

An ecological approach to understanding the scholarship of advising practice and administration

Professional Standards and Recognition for UK Personal Tutoring and Advising

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