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Dissertations / Theses on the topic 'Academic advising'

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Published: 4 June 2021
Last updated: 25 July 2025

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1

McGill, Craig M. "Professionalization of Academic Advising." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3536.

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The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies
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2

Curry, Robert Furman. "Academic advising in distance education." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618386.

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This study compared and contrasted current goals and practices of institutional advising programs with those utilized specifically by distance education programs. as part of the conceptual framework, the study analyzed seven practices of advising programs identified through previous research on academic advising: delivery systems, organizational models, evaluation, support or reference materials, required occasions for academic advising, group advising, and advisor-student communication. The eight advising goals of the National Academic Advising Association (NACADA) were also used to build the
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3

Shank, Jason Edward. "Online Academic Advising: Student Needs and their Satisfaction." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31972.

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The purpose of this study was to examine the type of advising conducted (prescriptive v. developmental), the type of information sought, and the level of participant satisfaction gained through online academic advising. For purposes of this study, online academic advice was defined as advice or information provided by an academic department obtained via the Internet to improve the studentâ s academic experience. The three types of online academic advice considered for this study included (a) email correspondence with an academic advisor, (b) instant messaging or chat based conversation betw
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4

Scholl, Judith Ann. "Improving academic advising in the community college : retention and cost effectiveness factors impacted by faculty advising and online advising in the academic department /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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5

Soden, Stacy Renaee. "Perceptions of Academic Advising and Student Retention." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637689.

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<p>The purpose of this research study was to examine student and academic advisors? perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution and the student (Himes, 2014). Most college students are in a state of change and need academic advice to achieve success during a college transition (Tinto, 2012). Academic advisors can assist students in finding the right career for students?
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6

Powers, Keith L. "Academic advising assessment practices: a descriptive study." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14945.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Kenneth F. Hughey<br>In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve three key steps: the identification of student learning outcomes (i.e., what is assessed), the development and use of good measures of student learning (i.e., how
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7

Green, Jamie Loretta. "Improving Graduate Students' Satisfaction with Academic Advising." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2540.

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Academic advising is associated with increased student retention and academic success. However, advising at an urban graduate school of education in Tennessee has been criticized for limited advisor availability, poor communication, and lack of advising knowledge. The purpose of this qualitative case study was to gain a deeper understanding of the reasons for student satisfaction or dissatisfaction and to identify techniques to improve academic advising. This study was guided by the conceptual frameworks of Kelly's personal construct theory and Daloz's psycho-developmental perspective. The res
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8

Hill, Helen. "A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2299.

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ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility f
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9

Filson, Caryn Mari. "Describing Undergraduate Students' Perceptions of Academic Advising Practices in a College of Food, Agricultural, and Environmental Sciences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354655776.

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10

Queen, Ashleigh Everhardt. "Transfer Student Faculty Academic Advising: Understanding Student Perspectives." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091549.

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The purpose of this study was to understand the perceptions of academic advising held by junior and senior transfer students who have declared a major within the STEM programs at a small, highly selective, public institution in the Mid-Atlantic Region. A phenomenological case study of Small University was utilized to understand the perception and socially constructed reality and knowledge that vertical and lateral transfer students build through interactions with a faculty academic advisor. Interviews were conducted with a diverse population of 20 junior and senior transfer students who have d
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11

Alsharif, Abdulrahman M. "Perceptions of Undergraduate Engineering Students on Academic Advising." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589309175110422.

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12

Epps, Susan Bramlett. "Legal Issues in Advising." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2581.

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13

Sokolosky, Melanie. "A comparison of academic advising provided in a centralized, non-degree granting college and academic advising provided in decentralized, degree-granting colleges." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392914525.

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14

Nadler, Paula F. "Building foundations the phenomenological experience of doing academic advising /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6985.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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15

Spencer, Norrine Bailey. "The Impact of academic advising center interventions on freshmen." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.

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Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an
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16

Byrd, Melendez O'Neal. "Current and Preferred Academic Advising Styles of African American Students in the College of Engineering at Virginia Tech." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26140.

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This study was designed to explore the advising styles that are currently perceived and preferred by African American and White students in the College of Engineering at Virginia Tech. The high attrition rate of African Americans in the engineering colleges both nationally and at Virginia Tech makes it critical to investigate what can be done to increase retention. The lack of awareness of academic advising preferences could be a major component in the high attrition of African American students in the College of Engineering at Virginia Tech. Moreover, increased awareness and understanding for
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17

McGlothlin, Lester Marlena Brooke. "Understanding Academic Advising at Institutions with a First-Year Engineering Program." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89885.

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Academic advising has been a part of United States (U.S.) colleges and universities since their inception, yet academic advising as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed professional advisors, rather than teaching and learning faculty, to carry out the academic advising functions however little is known about the structures of these advising programs. Academic advisors often serve on the front lines (i.e., high student contact hours) and advocate for student success by supporting students in learning about
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18

Taylor, Mary E. "The Changing Advising Needs of Undergraduate Students." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/34428.

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Academic advising plays an important role in the education and retention of college students. Developmental advising is concerned with the development of the whole student throughout his or her academic career. As students develop and mature, it is expected that the topics they present to advisors will change. It is also expected that advisors will vary the topics they raise with different students as the students progress through their academic careers. <p> This study was designed to determine if the advising topics that traditional-age undergraduate students present to advisors vary by
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19

DONNELLY, JOHN EDWIN. "WHAT MATTERS TO ADVISERS: EXPLORING THE CURRENT STATE OF ACADEMIC ADVISER JOB SATISFACTION." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141324536.

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20

Baron, Kenneth Craig. "The nature of American academic advising in the 21st century." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/842696/.

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This case study grounded in the tradition of practitioner-research (Jarvis, 1999) was carried out from 1994 to 1999 at a major land-grant university in the United States. Specifically, the study aimed to explore the nature of American academic advising in the 21st century using qualitative research techniques. A review of the traditional literature from the academic advising profession, as well as the literature from the more encompassing field of student affairs (Davis and Liddell, 1997; Gordon and Grites, 1998), suggested that much of the research conducted in these areas has been quantitati
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21

Smith, Mark W. "An Investigation Into the Effects of Computerization on Academic Advising." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/845.

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A small mid-western, two-year, vocational technical college was experiencing academic advising difficulties. They felt their advising methods could use improvement. A preliminary investigation was conducted which indicated a need for improved advising techniques. It was recommended that a computer assisted advising component be added to the advising process to help. How the system called Advising by Computer Expert System (ACES) worked and the effects of this system on advising were tested. The development of an instrument to measure student satisfaction with advising, and the overall effects
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22

Daller, Melissa L. "The Use of Developmental Advising Models By Professional Academic Advisors." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36883.

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Academic advising has undergone tremendous changes since its origin in higher education. The notion of faculty performing clerical tasks in order to aid students strictly in academics has been challenged. Today, academic advising is considered one of the best vehicles for promoting intellectual, personal, and social development of students. It is a service that links students' academic and personal worlds and, hence promotes holistic development. However, little is known about professional advisors, specifically to what extent professional advisors use an approach to advising that can be chara
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23

Walker, Verne W. "Organization of Academic Advising in Ohio's Two-Year Public Colleges." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1332959188.

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24

Richardson, Russell J. "Defining and assessing academic advising for athletic training education programs." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r-richardson-101608.pdf.

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25

DeBate, Karl A. "Community College Faculty Perceptions and Behaviors Related to Academic Advising." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1610.

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The primary propose of this study was to identify community college faculty's perceptions regarding the effectiveness of the self-contained campus academic advising center, the importance of the eight established NACADA advising goals, and the role of faculty in the advising process. In addition, the current advising behaviors of faculty at a community college with a self-contained advising system were examined. The study also investigated if perceptions and behaviors regarding advising vary among full-time and part-time faculty. The results of this study provide an overview of community colle
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26

Chaffin, Couch E. RenΘe. "Trends in Sophomore Students' Perceptions of Academic Advising Services at East Tennessee State University." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/945.

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The purpose of this study was to determine sophomore students' perceptions of academic advising at ETSU as reported in fall 2002 and trends in sophomore students' perceptions of academic advising at ETSU from 1994 to 2002. Four research questions and seven hypotheses were examined. The ACT Survey of Academic Advising was the instrument used in this study. This survey was administered to ETSU sophomores enrolled in 2000-level English literature classes during the fall semesters of 1994, 1998, and 2002. Data obtained from the survey regarding topics of discussion with advisors, satisfaction with
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27

Epps, Susan Bramlett, and Steve Robinson. "Legal Self-Defense for the Academic Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.

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28

Brubaker, Dale M. "A national profile of athletic academic advising in NCAA division institutions." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08142009-040244/.

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29

McFarlane, Brett Leland. "Academic Advising Structures that Support First-year Student Success and Retention." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594951.

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<p> Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked
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30

Simpson, Schyler. "“Advise Me!” Understanding Undergraduate Student Perceptions of Learning in Academic Advising." UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/10.

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This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience.
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31

Stermer, Laura Louise Duncan. "The community of inquiry framework and academic advising: online student perceptions." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38804.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Sarah Jane Fishback<br>Perceptions of online undergraduate students on academic advising experiences were informed by the community of inquiry (COI) theoretical framework and categorized by a modified COI survey. The COI framework focused on students’ perceptions of their online learning environment, and acknowledged both the organizational (structural), transactional (collaborative view of teaching and learning), and social (isolation versus connected) challenges within online education. Indicators of COI included a decision-ma
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32

Graham, David L. "A Decade of NCAA Academic Reform: A Study of NACADA Advising Student-Athletes Commission Perception of Advising Style and Knowledge of the 2003 NCAA Academic Reform Package." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1308316721.

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33

Shelton, Kiesha R. "Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?" Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500023/.

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There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activit
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34

Kane, Kevin Lee. "University academic professional staff augmenting traditional faculty teaching, advising, and research roles /." [Ames, Iowa : Iowa State University], 2007.

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35

Duncan, Angela D. "African American students' satisfaction with academic advising at an Ohio community college." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206106765.

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36

Smith, Jenni L. "Academic advising among institutions in the Council for Christian Colleges and Universities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371478.

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The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone o
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37

Workman, Jamie L. "Undecided First Year College Students' Experiences with Academic Advising at Miami University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.

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38

Saha, Neete. "INTERNATIONAL STUDENTS’ EXPERIENCES WITH ACADEMIC ADVISING AT A MID-WESTERNPUBLIC RESEARCH UNIVERSITY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523394293374372.

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39

Pongracz, Brenda Wepfer. "The Relationship Between Community College Academic Advising and Time to Degree Completion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2864.

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Increasing student on-time completion is a challenge for many higher education institutions. In the community college chosen for this study, only 5.2% of its first-time-in-college, full-time students graduated within 3 years with a 2-year degree. The purpose of this study was to explore the relationship between participation in the college's academic advising program and students' time-to-degree completion, based on the pre- and post-entry attributes outlined in Tinto's institutional departure theory. A non-experimental, correlational, quantitative research method with multiple regression anal
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40

Gantt, Bernard J. "Academic Advising Methods and First-Year Full-Time Community College Student Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7797.

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Poor student achievement at some community colleges results in low retention and graduation rates. Addressing the problem of unpreparedness for college with good academic advising may help to improve student achievement. The purpose of this study was to determine whether there is a difference in the academic achievement of 1st year full-time (FYFT) community college students, based on having received 1 semester of any of 4 different academic advising methods (prescriptive, developmental, intrusive, proactive) while controlling for high school grade point average (GPA). Bandura's social learnin
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41

Epps, Susan Bramlett. "Advising as Theatre and You're the Set Deisgner!" Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2575.

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42

McInnes-Rankin, Ethelyn. "Adult student and tutor perceptions of academic advising at the Open Learning Institute." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26562.

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Distance education is a rapidly growing delivery system which is being used to serve the needs of adult learners. There is a lack of information and research available on advising the adult learner within a distance education system. This survey of adult students and tutors at the Open Learning Institute, a distance education institution in British Columbia, showed that there were significant differences between female and male student responses to important aspects of academic advising and adult student concerns. The item, isolation, seems to be a concern more of O.L.I, tutors than O.L.I, stu
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43

McCaslin, Kristine A. "A qualitative study of the academic advising and classroom needs of adult learners." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1179134.

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This thesis focuses on the academic advising and teaching needs of adult learners. It1 is a qualitative study involving twelve Ball State University adult learners, three academic advisors, three college instructors from different departments, and four Student Affairs administrators from different campus offices. The past research explores demographics of adult learners, academic advising strategies, classroom etiquette, and campus resources. The researcher used observations and interviews in the research design. The information was divided into common themes. The themes were demographics, rea
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44

Essarum, Chartchai. "A Study of Student and Faculty Perceptions of Academic Advising at Ramkhamhaeng University." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331029/.

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The purpose of this study was to assess the perceptions of academic advising needs by faculty advisors and students at Ramkhamhaeng University, Bangkok, Thailand, using the Academic Advising Needs Questionnaire developed by Thomas H. Burke. The assessment is based on age, sex, education level, academic rank, years of advising, and number of advisees. The questionnaire consisted of 15 items, using a four-point rating scale. The population consisted of a total of 280 faculty members and 700 resident students at all seven faculties at Ramkhamhaeng University, Bangkok, Thailand. A total of 230 fac
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45

Pettigrew, Jerryal T. "First-Year Student Perceptions of Support Provided During First-Year Advisory." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/178.

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Many students find their first year of college to be the most difficult moment of their educational careers. Along with college acceptance comes new expectations, a rigorous curriculum, and the usual growing pains of young adulthood. Because of these challenges, many college students find it difficult, if not impossible to make it past their first year. Limited research has been conducted to address the overall efficiency of first year programs that colleges and universities have put in place to support these students. Considering the trials faced by first year students, it is important that w
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46

Epps, Susan Bramlett. "The Nature of the Beast: The Worklife of the Professional Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2577.

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Morgan, John Pharo III. "Advisor Perspectives on the Relationship between Professional Values and the Practice of Academic Advising." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6732.

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Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice. An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impa
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48

Chaffin, Couch E. Renèe. "Trends in sophomore students' perceptions of academic advising services at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1020104-083308/unrestricted/CouchR110304f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-1020104-083308 Includes bibliographical references. Also available via Internet at the UMI web site.
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49

Lemon, Mark. "Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5976.

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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, & Bies' (1998)
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50

Miller, Megan C. "Challenges and Institutional Support for Advisors of Academically Underprepared Students." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302209348.

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