Advisee‐advisor communication: An exploratory study examining interpersonal communication variables in the graduate advisee‐advisor relationship

Wrench, Jason S.; Punyanunt, Narissra M.

doi:10.1080/01463370409370194

Cited by 35 publications

(36 citation statements)

References 30 publications

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“…Zhao et al (2007) also discovered individual and disciplinary differences in the relative importance attached to each criterion. In the absence of further empirical studies on the topic, we assume that students may seek advisors possessing characteristics that are generally valued, including trustworthiness, goodwill (Wrench & Punyanunt, 2004), availability and interactions (Curtin, Stewart & Ostrove, 2013), treating advisees as junior colleagues (Bieber & Worley, 2006), and the ability to help the student graduate in a timely fashion (Lovitts, 2001). …”

Section: Advisor-advisee Selection and Pairingmentioning

confidence: 99%

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Joy

Liang²,

Bilimoria

et al. 2015

IJDS

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Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics), with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.

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Section: Advisor-advisee Selection and Pairingmentioning

confidence: 99%

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Joy

Liang²,

Bilimoria

et al. 2015

IJDS

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“…In Advisor-Advisee Communication (Wrench & Punyanunt, 2004), we found that the degree to which an advisee feels she or he is being mentored was positively related to advisee perceptions of that advisor's communication competence and perceived credibility. In addition, in this first study of the four-part series, we found that advisor immediacy was positively related to advisee perceptions of advisor competence, caring and goodwill, trustworthiness, and communication competence.…”

Section: Graduate Advisor-advisee Relationshipsmentioning

confidence: 74%

“…We developed the Graduate Student Mentoring scale (Wrench & Punyanunt, 2004) based on the Hill et al (1989) Mentoring and Communication Support scale, which is a means for assessing a superior's ability to mentor a subordinate in a corporate organization. The scale consists of 10 Likert-type items with a range from 1 strongly disagree to 5 strongly agree.…”

Section: Methodsmentioning

confidence: 99%

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The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students

Wrench

Punyanunt‐Carter²

2008

NACADA Journal

Self Cite

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The current study is the fourth in a series on various components of advisor-advisee communication. In the latest study, the influence of a variety of communication variables on the graduate advisor–advisee interpersonal relationship is examined. Graduate students' perceptions of their graduate advisors' use of humor as it relates to other communication variables (nonverbal immediacy, social support, mentoring, and relationship satisfaction) were investigated. Results revealed a positive, statistically significant relationship between an advisee's perception of his or her advisor's use of humor and that advisee's perception of the advisor's nonverbal immediacy, social support, and mentoring as well as the relationship satisfaction reported by the advisee. Relative Emphasis: theory, research, practice

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“…2,3,4 Because of these potential outcomes, the advising relationship is often considered a mentoring relationship where the advisor helps the advisee learn about -and become socialized to -the academic field of study, the university, research, ethics, and many other important aspects related to being a graduate student. 5 Advisors can display a caring interest in students' welfare, helping students navigate anxiety and culture shock that may accompany undertaking a new endeavor in an unfamiliar place. Additionally, the advisor can help students network by making new contacts and gaining exposure to other faculty, advanced students, and members of their broader professional community.…”

Section: Literature On Graduate Advising Relationships and Racial Micmentioning

confidence: 99%

Racial Microaggressions within the Advisor-advisee Relationship: Implications for Engineering Research, Policy, and Practice

Burt

McKen

Burkhart

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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is Assistant Professor of Higher Education at Iowa State University. He studies graduate students' learning and achievement, particularly those from underrepresented backgrounds in STEM fields. He also examines the institutional policies and practices that influence students' educational and workforce pathways. His research, writing, and teaching and advising directly relate to his personal journey as a collegiate student leader, emerging scholar, and the decision to pursue a faculty career. Mr. Alade S McKen, Iowa State UniversityAlade Shola McKen, M.S. Ed., is a first-year doctoral student and graduate assistant in the School of Education at Iowa State University. Alade received his B.A. in English and Creative Writing from Binghamton University, and his M.S. Ed. in Higher Education Administration from Baruch College, School of Public Affairs. Alade has worked in higher education for over 10 years. He also volunteers through a number of non-profit organizations and community partnerships. Alade examines the social foundations of education and culture within society. He is interested in researching diverse issues faced by African American students in higher education

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Advisee‐advisor communication: An exploratory study examining interpersonal communication variables in the graduate advisee‐advisor relationship

Cited by 35 publications

References 30 publications

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students

Racial Microaggressions within the Advisor-advisee Relationship: Implications for Engineering Research, Policy, and Practice

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