Academic Advising: The Challenge of the 90s

King, Margaret C.

doi:10.12930/0271-9517-13.1.6

Cited by 5 publications

(6 citation statements)

References 5 publications

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“…Since proactive advising services claim to improve tlie advisor's impact upon tlie student's persistence and academic success, assessing the effectiveness of proactive advising is an important activity. As King (1993) pointed out, research is essential to support the financial resources given to advising services. Grite & Kelly (1994) translate into more revenue from the additional tuition payments.…”

Section: Quantitative Research On Proactive Advisingmentioning

confidence: 99%

“…Providing improved advising services with fewer financial resources is a challenge most colleges and universities are facing in the 1990*s (King, 1993 (Kuh & Andreas, 1991;Whitt, 1991;Wolcott, 1990). (Davidson, 1992).…”

Section: Overview Of the Qualitative Research Studymentioning

confidence: 99%

“…Advisors motivated them to go beyond the classroom experience and volunteer or work on the campus or in the local community (Hansen, Engwall, & Hicks, 1993). (King, 1993). (Boyer, 1991).…”

Section: Biased Advisingmentioning

confidence: 99%

“…Findings and assessments will promote better decisions and better planning for the future. Financial resources will be more available to programs which can defend their existence through such research (King, 1993).…”

Section: Recommendations For Further Studymentioning

confidence: 99%

“…Small, private four year colleges and universities, with fewer financial resources, are faced with the challenge of providing improved academic advising services for a more diverse student body (Hodgkinson, 1988). Margaret King (1993)…”

Section: Introductionmentioning

confidence: 99%

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A program evaluation of a proactive faculty and peer advising program for first-year, open-enrolled students in the College of Arts and Sciences at a mid-western liberal arts university

Buckley¹

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Section: Quantitative Research On Proactive Advisingmentioning

confidence: 99%

Section: Overview Of the Qualitative Research Studymentioning

confidence: 99%

“…Advisors motivated them to go beyond the classroom experience and volunteer or work on the campus or in the local community (Hansen, Engwall, & Hicks, 1993). (King, 1993). (Boyer, 1991).…”

Section: Biased Advisingmentioning

confidence: 99%

Section: Recommendations For Further Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A program evaluation of a proactive faculty and peer advising program for first-year, open-enrolled students in the College of Arts and Sciences at a mid-western liberal arts university

Buckley¹

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Academic Advising in Hospitality Education—A Study

Barrett

Groves

Shanklin

1995

Hospitality & Tourism Educator

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Continuous Quality Improvement: Transforming Advising Using a META Approach

1994

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I n providing information needed to initiate personal quality improvement efforts in working with advisers, the authors discuss key continuous quality improvement (CQI) themes and introduce four META principles (i.e., measurement, empowerment, teamwork, and advisee focus). Specific advising scenarios and possible measurable outcomes demonstrate applications.Recently the media have extolled total quality management (TQM) in American business (Barrier, 1992). Begun in Japan following World War I1 as a revolutionary approach to management, TQM principles have been adopted by U.S. corporations during the last decade in response to Japanese productivity. Educators also r e p o r t successful use of T Q M strategies to t r a n s f o r m p r i m a r y a n d s e c o n d a r y schools (Schmoker & Wilson, 1993).American higher education has been a relative newcomer to the quality movement because, as some authors acknowledge, T Q M strategies seem incompatible with the culture of the academy. Sher-r a~i d Lozier (1991) note that the TQM emphasis o n management can connote "centralization and authoritarianis~ri," which "typically elicit resounding displeasure on the college o r university campus" (p. 4 ) . However-, TQM's reliance on statistics and data-driven decision making-the research tools of academesuggest the potential f o r a good fit between TQM and higher education. On man): campuses (e.g., Penn State) the term continuous quality improvement is preferred to TQM, as CQI implies an ongoing and dynamic system geared toward excellence.T h e impetus for adopting CQI on our nation's campuses stems from the belief that CQI approaches can help deal with such challenges facing higher education as declining enrollments, legislative and consumer demands for accountability, and increased competitiveness (Banta, 1993). CQI offers important contributions to a positive institution-employee relationship through a reliance o n work teams to solve problems and improve quality.CQI approaches have only begun to reach the academic advising arena. Even in well-respected and highly rated advising programs, room for quality enhancement exists. Spicuzza (1992) suggests that a customer service model-central to the CQI concept-is appropriate for academic advising. In this model the provider's behavior and attitude are crucial to achieving client satisfaction.

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Academic Advising: The Challenge of the 90s

Cited by 5 publications

References 5 publications

A program evaluation of a proactive faculty and peer advising program for first-year, open-enrolled students in the College of Arts and Sciences at a mid-western liberal arts university

A program evaluation of a proactive faculty and peer advising program for first-year, open-enrolled students in the College of Arts and Sciences at a mid-western liberal arts university

Academic Advising in Hospitality Education—A Study

Continuous Quality Improvement: Transforming Advising Using a META Approach

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