No abstract

The author of this study states that its purpose is to “arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor. “ Many researchers claim that a strong, personal relationship is preferred, but is this actually the case? Is developmental advising, which focuses on the integration of a student's social, physical, psychological, and cognitive needs, the form of advising students themselves prefer? The question is a significant one if we are to believe that advising – quality advising – plays a key role in student morale and retention.

This study revealed that students in a Colkge of Buriness reported receiving fewer of what were identqied as priority advising activities than did students in huo other colleges at the same university. Interviews with the associate deans of the three colleges revealed that student satisfaction was related to administrative policies and attitudes, including advisorladvisee ratios.

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.

Student priority ratings for personal developmental advising activities are compared with instructive prescriptive advising activities. Results indicate that students prefer prescriptive advising activities to developmental advising activities. However, review of the ratings for each advising activity reveals that students prefer a combination of these two advising roles, and it further suggests that there are limits to the degree f personal involvement desired. While student ratings do support the dual role of advising, i.e., offering academic guidance within an individualized/personal relationship, advisors who are attracted to the developmental model of advising are cautioned to consider carefully how much personal counseling a student may desire. Suggestions for further research are also offered to determine which students prefer which type of advising relationship at what point in their academic development.