Institutional Vision and Academic Advising

Abstract

Quality academic advising in higher education is the product of a multitude of elements not the least of which is institutional vision. By recognizing and embracing an institution's concept of its capabilities and the kinds of educated human beings it is attempting to cultivate, advisors gain an invaluable apparatus to guide the provision of effective educational planning to students. In a case study survey, we assessed whether and how institutional vision can be transformed into action as both vision-driven initiatives and more incidental activities reflective of an institution's vision statement. Relative emphasis: theory, research, practice

The Trickle-Down Effect of Institutional Vision: Vision Statements and Academic Advising

“…To provide comparative data with previous NACADA surveys, we used questions and response options about institutional demographics and descriptors from the ACT Sixth National Survey (Habley, 2004). Items that were used to request evaluative responses to the mailed vision statement were extracted from the instrument used by Abelman and Molina (2006). The composite instrument was pretested at Cleveland State University and modified to achieve greater validity, reliability, and ease of completion prior to its nation-wide implementation.…”

“…According to Abelman and Molina (2006), institutional vision is a philosophical template that describes the learning community within the college or university and defines its perceived purpose, priorities, and promises. "Vision," suggested Senge (1990, p. 9), "fosters genuine commitment among all concerned parties."…”

“…Orientation impacts an institution's culture, core values, and underlying belief structure, which may be explicitly espoused or emphasized in the vision statement, and it may render the vision statement of increased significance to those in the institution and warrant a wider or more purposeful distribution to stakeholders. Abelman and Molina (2006), for example, noted that tribal, military, and religious institutions tend to have more vision-driven operations than other types of colleges and universities. Therefore, we pose the following research questions: RQ1: Does the nature of an institution influence the accessibility of its vision statement?…”

“…By working closely or regularly with those who formed the institution's vision and conceived its vision statement, advising supervisors may be particularly aware of its contents, more vested in its goals and objectives, or personally engaged in activities reflective of its directives (Habley & McCauley, 1987). Abelman and Molina (2006) reported that individuals responsible for advising operations believe they are more aware of the key components of their institution's vision statement than were their counterparts in other areas of student support services, who were perceived to be more aware than faculty members. Pekarsky (1998, p. 278) reinforced this finding, noting that "limited energy and skepticism often conspire to make educators far less eager to step back and reflect on the basic aims of the enterprise they are engaged in."…”

“…Increased clarity, enthusiasm and commitment rub off on others." Through the advising operations under their jurisdiction, advising supervisors may be a primary source of institutional vision to students who, of all the stakeholders, are perceived by advising supervisors to be the least aware of institutional vision (Abelman & Molina, 2006). Kuhtmann (2004) agreed, advocating that advising supervisors consider institutional vision to be a crucial factor in establishing governing advising models for their institutions.…”