qualitative inquiry into the roles and practices of academic advising in facilitating students' understanding of general education

Abstract

This qualitative study explored the roles and practices of academic advising in general education through the lens of the academic advising practitioners. General education in this study was defined as the degree component that is shared by all students, regardless of their majors pursued, in an undergraduate program. Participants in this study were all academic advising practitioners who provided students with academic advising and guidance on general education requirements. This study captured the voices and explored the perspectives of the advising practitioners regarding their role in helping students understand general education through individual interviews. This study uncovered three key findings: 1) academic advisors serve in multiple and robust roles in general education advising; 2) academic advisors face challenges that preclude them from conducting in-depth and academically-centered advising discussions; and 3) general education-focused advising professional development is needed to help advisors engage students in more intentional advising conversations. The rich, descriptive data collected from interviewing with academic advising practitioners provided insights into the roles, challenges, and opportunities of academic advising in facilitating students' understanding of general education.