Ties That Bind: Academic Advisors as Agents of Student Relationship Management

Abstract

To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in the context of student relationship management theory and the critical incident technique. Recommendations for academic advising practice are offered.

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. ).…”

“…The advising literature does examine the advisor–advisee relationship (See Vianden ), and at times acknowledges the emotions of advisors. Ford and Ford () describe the “caring attitude” required of effective advisors.…”

“…This unseen work may be particularly heavy for female faculty and all faculty of color (see chapter 7 by Linh Hua). Recognize and reward good advising: In addition to awards and public announcements of appreciation—which are important—demonstrate commitment to good advising through adequate compensation, inclusion in tenure and promotion criteria, and consideration in performance reviews. And further, evaluate good advising based on relational practice, not only administrative tasks, curriculum instruction, and registration. Include students in decision‐making about advising policies and practices (Vianden ).…”

Graduate students’ perceptions’ on a professional pathway for academic advisors

“…Yet even in 2018, academic advisors in higher education are thought of less as being made or created from specific graduate courses or programs but rather having the function of advising PATHWAYS FOR NEW AND EMERGING ACADEMIC ADVISORS added to a current professional role or a change in status all together. The literature supports providing specific professional training and development for new advisors grounded in foundational theory and practice (Bridgen, 2017;Vianden, 2016;Walters & Seyedian, 2016;Givans Voller, 2011). However, there is a lack of specific research in the literature on how this is best accomplished.…”

“…She described asking questions that covered a range of topics from academics to social and into wellness, frequently directing students to campus resources outside of her department. This type of approach is often employed by advisors, who frequently serve as a connection for students who are often uncertain of how to navigate the array of resources found on a campus (Lowenstein, 2013;McGill, 2016;Michou et al, 2016;Vianden, 2016). A third student described the multiple roles advisors serve in their practice including as a resource and at times as a guide but understanding they employ multiple roles because it might be different for each student.…”