Academic Advising— a Focus on Learning

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

“…These findings support research that suggests advisors who show little concern for goals, growth, or overall student success fuel student dissatisfaction (Noel-Levitz, 2014). The findings also refute claims by scholars who purport that satisfaction measures used in academic advising research are flawed because they are based on unrealistic or uninformed student expectations (Powers et al, 2014;White & Schulenberg, 2012). Higher education leaders must acknowl edge student perceptions of institutional services, even those based on unsophisticated thinking, because they drive student beliefs of and experiences at their university (Vianden & Barlow, 2014, 2015.…”

“…However, some scholars assert that satis faction measures reflect student bias created by unrealistic or uninformed expectations of the advisor; others point out that student satisfaction measures fail to provide long-term data on the effects of academic advising on student outcomes, including persistence (Powers et al, 2014;White & Schulenberg, 2012). However, critics may not realize that student satisfaction is inextricably linked to positive student outcomes (Elliott & Healy, 2001); for example, satisfaction with the college experience has been cited as one of the most important predictors of student persistence (Schreiner, 2009;Schreiner & Nelson, 2013).…”

Using Systems Theory to Understand the Identity of Academic Advising: A Case Study

“…Advising scholars and practitioners generally agree on the superiority of a developmental or learning-centered advising model over predominately prescriptive paradigms (Lowenstein, 1999(Lowenstein, , 2005White & Schulenberg, 2012). MAU has committed tremendous human and financial resources to not only advocate for academic advising that goes beyond prescriptive functions but also to support the scholarship of advising by encouraging staff to write about advising, attend conferences, and publish in a refereed advising journal.…”

“…According to higher education researchers, academic advising makes up an essential component for undergraduate education and student success (Kuh, 1997(Kuh, , 2010Light, 2001;Lowenstein, 2005;Schulenberg, 2010;Schulenberg & Lindhorst, 2010;White & Schulenberg, 2012). White and Schulenberg (2012) …”

“…16-17) With rising tuition, low employment rates for recent college graduates, and disinvestment of public higher education, the need for advisors is increasing. White and Schulenberg (2012) stressed the importance of advising assessment to demonstrate to administrators that advising is worth the investment. A rigorous assessment program must be included as a crucial component in any advising system for determining whether advising goals are accomplished.…”