An Academic Advising Profile for Marketing Educators

Advising style perceptions and preferences of students and advisors.

“…The level of training available for advisors is inconsistent (Swanson, 2006;Waters, 2002). Faculty advisors may not believe their advising role provides any professional benefit and may find it difficult to manage along with the duties related to tenure considerations (Allen & Smith, 2008;Biggs et al, 1975;Dillon & Fisher, 2000;Severy et al, 1996;Shields & Gillard, 2002). Both faculty and professional advisors give students a connection to the institution, a relationship described as important in retention research.…”

“…They may not believe that the advising time they spend benefits them in promotion or tenure considerations (Allen & Smith, 2008;Biggs, Brodie, & Barnhart, 1975;Dillon & Fisher, 2000;Severy et al, 1996;Shields & Gillard, 2002); and they may believe that being a good advisor could negatively affect those considerations. Faculty advisors also may not receive recognition or reward for their role (Shields & Gillard, 2002). Despite the barriers, however, faculty advisors still provide most of the advisement in American colleges and universities (Habley, 2004).…”

“…Correlation analysis provided the basis for the strength and direction of any relationship found. Support for using the variables exists in the literature (Afshar & O'Hara, 2006;Allen & Smith, 2008;Barry et al, 2009;Beasley-Fielstein, 1986;Belcheir, 1998;Crockett, 1985;Crockett and Crawford,1989;Dillon & Fisher, 2000;Engle and Tinto, 2008;Fielstein, 1989;Fielstein et al, 1992;Habley, 1994;King, 1993;Larsen & Brown, 1983;Lohfink and Paulsen, 2005;Lynch, 2004;Mottarella et al, 2004;Nadler and Nadler, 1993;Saving & Keim, 1998;Shields & Gillard, 2002;Somers et al, 2004;Weir et al, 2005;Winston & Sandor, 1984a).…”

“…For example, participants in the Dillon and Fisher (2000) study indicated that earning the reputation of being a good advisor also could negatively affect a faculty member by resulting in an uneven distribution of students among faculty advisors. In another study, Shields and Gillard (2002) An analysis of the data indicated that differences existed between the perspectives of administrators and faculty advisors regarding advising responsibilities. Administrators believed effective advisement played a role in the recruitment and retention of students and in student satisfaction.…”

“…A significant difference was found in preference for advising style advisors (Kelly, 1995;King, 1993). Shields and Gillard (2002) related the influx of more professional advisors to the size of school, with larger schools having more professional advisors. Kelly (1995) attributed the growth of professional advisors to the everincreasing student populations.…”