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Journal articles on the topic 'Academic advising'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Roper, Larry D., and André McKenzie. "Academic Advising." NASPA Journal 26, no. 2 (1988): 91–98. http://dx.doi.org/10.1080/00220973.1988.11072087.

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2

Tuttle, Kathryn Nemeth. "Academic Advising." New Directions for Higher Education 2000, no. 111 (2000): 15–24. http://dx.doi.org/10.1002/he.11102.

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3

Park, Altteuri, and Jung-In Lee. "Professors’ Academic Advising Experience in Faculty-only Model." Korean Association of General Education 18, no. 5 (2024): 291–308. http://dx.doi.org/10.46392/kjge.2024.18.5.291.

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The purpose of this study is to explore in depth what experiences professors have while providing academic advising at universities. For this purpose, five professors with academic advising experience at K University in Chungcheong Province were selected as research participants and interviews were conducted. The collected data were analyzed using the constant comparison method. The results are as follow. First, professors covered five areas in academic advising: adaptation to college life, academics, career path, psychology-emotion, and others. Second, the positive experiences in academic adv

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4

Miller, Marsha A., and Douglas N. Miller. "Early Journal Articles and Editors That Shaped the Evolution of Scholarly Writing in Academic Advising, 1972-2001." NACADA Review 3, no. 1 (2022): 42–58. http://dx.doi.org/10.12930/nacr-21-19.

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This article provides a historical perspective on the development of scholarly writing in academic advising beginning in 1972 with some of the first journal articles solely devoted to advising and continuing through the initial 20 years of the NACADA Journal—the premier advising publication venue during the period. An important part of the evolution of advising's scholarly writing was the vision and perspective of each NACADA Journal editor. Each brought a distinct set of academic experiences to the job, each defined scholarship, and especially research, differently. Early (1972–2001) scholarl

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5

Couture, Rene. "Impactful Academic Advising." International Journal for Innovation Education and Research 4, no. 8 (2016): 101–7. http://dx.doi.org/10.31686/ijier.vol4.iss8.579.

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Twenty-one graduate students were asked to reflect on what they remember most from their undergraduate academic advising experiences. Impactful advising is defined here as academic advising that leaves a positive, long-lasting effect on students. In this study, three themes emerged, which depict impactful advising. These advisors were inspiring, had a positive attitude, and were intrusive. Academic advisors do not often realize the long term impact they might leave on students. Students may always pay close attention, but they do feel judgment. It is captivating what students recall several ye

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6

Koerin, Beverly B. "Improving Academic Advising." NASPA Journal 28, no. 4 (1991): 323–27. http://dx.doi.org/10.1080/00220973.1991.11072227.

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7

Kramer, Gary L., Larry Taylor, Beverly Chynoweth, and Jerry Jensen. "Developmental Academic Advising." NASPA Journal 24, no. 4 (1987): 23–31. http://dx.doi.org/10.1080/00220973.1987.11072015.

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8

Grites, Thomas J. "On Academic Advising." About Campus: Enriching the Student Learning Experience 2, no. 6 (1998): 29–30. http://dx.doi.org/10.1177/108648229800200608.

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Academic advising process has been a part of higher education for centuries, but only in the past two decades has it been recognized as an effective means to influence student learning and retention. Indeed, successful academic advising efforts have consistently resulted in increased student persistence, better faculty-student interaction, and improved social and intellectual development among students. As a result, many departments are in the process of revising or refining their advising programs. Here are some resources that may help.

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9

Srebnik, Debra S. "ACADEMIC ADVISING EVALUATION." NACADA Journal 8, no. 1 (1988): 52–62. http://dx.doi.org/10.12930/0271-9517-8.1.52.

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The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.

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10

Paulsen, Michael B. "DEVELOPMENTAL ACADEMIC ADVISING." NACADA Journal 9, no. 2 (1989): 5–10. http://dx.doi.org/10.12930/0271-9517-9.2.5.

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The author discusses how his gradual loss of vision had unexpected favorable results in his advising activities. Based on these personal experiences and his further research, he offers academic advisors practical suggestions for increased professional effectiveness.

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11

Raushi, Thaddeus M. "Developmental academic advising." New Directions for Community Colleges 1993, no. 82 (1993): 5–19. http://dx.doi.org/10.1002/cc.36819938203.

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12

Garing, Martha T. "Intrusive academic advising." New Directions for Community Colleges 1993, no. 82 (1993): 97–104. http://dx.doi.org/10.1002/cc.36819938211.

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13

McGill, Craig M., Wendy Schindler, Keira Solon, Sean T. Bridgen, and Sarah A. Mathews. "An Exploration of Graduate Education in Academic Advising: A Case Study Analysis." NACADA Journal 42, no. 1 (2022): 22–34. http://dx.doi.org/10.12930/nacada-22-05.

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As a field's literature base deepens, an academic discipline can emerge and lead to the development of a profession. For an academic discipline to thrive, new scholars must be trained in its specialized knowledge. Kansas State University was the first institution to offer graduate programs in academic advising. Subsequently, other graduate programs have been developed at various institutions across North America. The purpose of this collective case study is to examine graduate education in academic advising through two separate but related cases: an interview study of NACADA leaders and a cont

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14

Kramer, Gary L., Norma R. Arrington, and Beverly Chynoweth. "The Academic Advising Center and Faculty Advising." NASPA Journal 23, no. 1 (1985): 24–35. http://dx.doi.org/10.1080/00220973.1985.11071943.

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15

Schulenberg, Janet K., and Marie J. Lindhorst. "Advising is Advising: Toward Defining the Practice and Scholarship of Academic Advising." NACADA Journal 28, no. 1 (2008): 43–53. http://dx.doi.org/10.12930/0271-9517-28.1.43.

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Academic advising has emerged as a distinct interdisciplinary field and profession, but the description of its role has recently relied on analogies and metaphors. While helpful in clarifying practice, their continual use obscures the uniqueness of academic advising and masks the importance of the scholarship that underlies its practice. We use the development of archaeology as a distinct profession and scholarly field to highlight critical developments in academic advising and draw examples of key aspects in the professionalization of academic advising from The Pennsylvania State University.

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16

Rawlins, William K., and Sandy P. Rawlins. "Academic Advising as Friendship." NACADA Journal 25, no. 2 (2005): 10–19. http://dx.doi.org/10.12930/0271-9517-25.2.10.

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We present a theoretical basis for engaging in academic advising as friendship and offer examples of the applicability of friendship in advising. We begin with interconnections between civic friendship and personal friendship in the context of academic advising. Next we overview theoretical work on communication and friendship that offers characteristics and ideals of friendship relevant to academic advising. Then we provide a dialectical framework describing six tensions that potentially emerge in the advising relationship viewed as a friendship. We argue that advisors and advisees must negot

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17

Fielstein, Lynda L. "STUDENT PRIORITIES FOR ACADEMIC ADVISING." NACADA Journal 9, no. 1 (1989): 33–38. http://dx.doi.org/10.12930/0271-9517-9.1.33.

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Student priority ratings for personal developmental advising activities are compared with instructive prescriptive advising activities. Results indicate that students prefer prescriptive advising activities to developmental advising activities. However, review of the ratings for each advising activity reveals that students prefer a combination of these two advising roles, and it further suggests that there are limits to the degree f personal involvement desired. While student ratings do support the dual role of advising, i.e., offering academic guidance within an individualized/personal relati

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18

Sessoms, Jesse. "Navigating the Academic Maze." HUMAN BEHAVIOR, DEVELOPMENT and SOCIETY 25, no. 1 (2024): 19–29. http://dx.doi.org/10.62370/hbds.v25i1.269955.

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Academic advising is an integral component of higher education that impacts student achievement, university retention, and graduation rates. Given the current competitive arena in Thai higher education, advising plays an increasingly critical role in students’ and universities’ success. However, advising is a complex process, and what actually occurs, with whom, when, and where is complicated. Furthermore, little is known of the current state of advising in Thai higher education as in the extant literature there are as yet no articles in English on the subject. The present article presents an

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19

Harrison, Elizabeth. "What Constitutes Good Academic Advising? Nursing Students’ Perceptions of Academic Advising." Journal of Nursing Education 48, no. 7 (2009): 361–66. http://dx.doi.org/10.3928/01484834-20090615-02.

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20

Junita, Imelda, Fanny Kristine, Sherlywati Limijaya, and Tabita Emmanuella Widodo. "A Study of Undergraduate Students’ Perception about Academic Advising in an Indonesian University." Humaniora 11, no. 2 (2020): 129–35. http://dx.doi.org/10.21512/humaniora.v11i2.6490.

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The aim of the research was to explore undergraduate students’ perceptions about academic advising in an Indonesian university by measuring aspects of academic advising, involving the nature of advising relationship, the frequency of activities occurring during advising sessions, and students’ satisfaction with academic advising. The research applied quantitative research conducted by administering a questionnaire. The sample consisted of 302 undergraduate students who were asked to respond about the type of academic advising they perceived, topics discussed between advisor and student during

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21

Sherlywati, Sherlywati, Imelda Junita, Fanny Kristine, and Elhaq Wisamtamma. "Perbedaan persepsi bimbingan akademik mahasiswa pada sebuah perguruan tinggi swasta di Indonesia." Jurnal Manajemen Maranatha 20, no. 2 (2021): 119–34. http://dx.doi.org/10.28932/jmm.v20i2.3133.

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This research is about academic advising in bachelor degree of management department in a private university in Bandung City. There are two style of academic advising, prescriptive and developmental academic advising. The result showed developmental academic advising is covered in that department. In this research, the differences in perceptions of academic advising were tested based on gender, origin area of residence, age, year of study, intensity, and frequency of academic advising. The main objective of this research is to provide an evaluation of academic advising process based on academi

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22

Figler, Stephen. "Academic Advising for Athletes." Journal of Sport and Social Issues 11, no. 1-2 (1987): 74–81. http://dx.doi.org/10.1177/019372358701100106.

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23

Weaver, Frederick S. "Academic advising as teaching." Innovative Higher Education 12, no. 1 (1987): 22–25. http://dx.doi.org/10.1007/bf00892445.

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24

Harrison, Elizabeth. "(Re)Visiting Academic Advising." Nurse Educator 34, no. 2 (2009): 64–68. http://dx.doi.org/10.1097/nne.0b013e31819907ff.

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25

Lowenstein, Marc, and Thomas J. Grites. "Ethics in Academic Advising." NACADA Journal 13, no. 1 (1993): 53–61. http://dx.doi.org/10.12930/0271-9517-13.1.53.

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Academic advisors confront many ethical problems and benefit from being able to draw on a system of ethical principles. Such principles, to be credible, should be philosophically defensible and not merely reflective of individual tastes. This article proposes such a set of principles, shows how they can be used to cope with ethical dilemmas, and explains why such dilemmas cannot be prevented. These principles are intended to be useful in training academic advisors but are not intended to create a code of ethics for advising.

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26

O'Banion, Terry. "An Academic Advising Model." NACADA Journal 14, no. 2 (1994): 10–16. http://dx.doi.org/10.12930/0271-9517-14.2.10.

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This classic article, upon which many of the subsequent articles reflect, originally appeared in 1972 in the Junior College Journal (volume 42, pp. 62, 64, & 66–69) and is reprinted with both permission and deep appreciation.

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27

Hagen, Peter L. "Academic Advising as Dialectic." NACADA Journal 14, no. 2 (1994): 85–88. http://dx.doi.org/10.12930/0271-9517-14.2.85.

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28

Grites, Thomas, and Virginia N. Gordon. "Developmental Academic Advising Revisited." NACADA Journal 20, no. 1 (2000): 12–15. http://dx.doi.org/10.12930/0271-9517-20.1.12.

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Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

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29

Jackson, Rodger L. "Academic Advising and Philosophy." NACADA Journal 25, no. 2 (2005): 30–36. http://dx.doi.org/10.12930/0271-9517-25.2.30.

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The field of philosophy has much to contribute to academic advising, both because of the kinds of training philosophers typically receive and because of the sorts of projects on which they work. Because of these factors, philosophers have the potential to make excellent academic advisors, and they can broaden and enrich the theoretical investigations into the nature of academic advising. Philosophers can and should embrace the field of academic advising, both as a practice that is critical to a successful academe and as a potential research area. The reverse is also true: Any advisor would ben

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30

Grites, Thomas, and Virginia N. Gordon. "Developmental Academic Advising Revisited." NACADA Journal 29, no. 1 (2009): 119–22. http://dx.doi.org/10.12930/0271-9517-29.1.119.

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Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

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31

O'Banion, Terry. "An Academic Advising Model." NACADA Journal 29, no. 1 (2009): 83–89. http://dx.doi.org/10.12930/0271-9517-29.1.83.

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32

Hanson, Gary R., and Christine Huston. "Academic advising and assessment." New Directions for Teaching and Learning 1995, no. 62 (1995): 87–96. http://dx.doi.org/10.1002/tl.37219956213.

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33

Gordon, Virginia N. "Resources for academic advising." New Directions for Teaching and Learning 1995, no. 62 (1995): 103–11. http://dx.doi.org/10.1002/tl.37219956215.

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34

Aune, Betty. "Career and Academic Advising." New Directions for Student Services 2000, no. 91 (2000): 55–67. http://dx.doi.org/10.1002/ss.9105.

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35

Issrani, Rakhi, Ahmed Saad Assaf, Darrel Singh, Namdeo Prabhu, Mohammad Khursheed Alam, and Arunpriya Srinivasan. "Perception of saudi college students on academic advising: A cross-sectional survey study." Work 67, no. 2 (2020): 359–68. http://dx.doi.org/10.3233/wor-203285.

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BACKGROUND: Academic advising is a central and essential element in the process of education that can help students unravel their academic problems and succeed in their academic and professional careers OBJECTIVES: To seek students’ perception about academic advising and solicit suggestions to improve academic advising in our institute. The specific objectives of the study were to assess the students’ satisfaction regarding academic advising guidance and to ascertain whether students’ perceptions of academic advising differ by their demographic characteristics and academic years. METHODS: A fo

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36

Lema, Joseph, and Jerome Agrusa. "Augmented Advising." NACADA Journal 39, no. 1 (2019): 22–33. http://dx.doi.org/10.12930/nacada-17-018.

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Augmenting academic advising in the era of smart cognitive computing technologies creates new dynamics of engagement that can help academic advising evolve toward a learning-centered paradigm. We examined the self-directed learning readiness of students selected through demographic variables. The results indicate that differences in employment experience, length of employment, and grade point average (GPA) are statistically significant with regard to self-directed learning readiness scores. Preparing learners for self-directed processes can augment student development when purposefully positio

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37

Chitamba, Anos, Yearwood Verna, Swanepoel Matthys, Myeza Gabriel, and Sizwe Mbona. "Linking academic advising and industry expectations: a study of management accounting students at Durban University of Technology, South Africa." International Journal of Business Ecosystem & Strategy (2687-2293) 7, no. 3 (2025): 408–19. https://doi.org/10.36096/ijbes.v7i3.814.

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Academic advising is essential in equipping students for their careers, particularly in specialized fields such as Management Accounting, where alignment with industry expectations is critical. This study investigates the effectiveness of academic advising in enhancing the career readiness of Management Accounting students at the Durban University of Technology (DUT) in South Africa. Employing a quantitative research approach, data was collected from 33 students through structured surveys, focusing on key components of advising, including skill development, job market insights, mentorship, and

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Gallo, Melissa, and Craig M. McGill. "Academic Advising in Ontario: A Multiple Case Study." NACADA journal 43, no. 1 (2023): 57–69. http://dx.doi.org/10.12930/nacadajournal-d-22-31.

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Although the practice of academic advising in North America has existed since the colonial era, it is only within the past century that an organized movement to shape the field has taken root. Most of the literature seeking to clarify the role, purpose, and function of academic advising is restricted to the United States. The purpose of this multiple case study was to explore academic advising practices at four Ontario higher education institutions in terms of types of advising, institutional advising model, and roles and responsibilities of advisors. Through document analysis and interviews w

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39

Lynch, Michael L. "A Survey of Undergraduate Student Reactions to Academic Advising." NACADA Journal 24, no. 1-2 (2004): 62–74. http://dx.doi.org/10.12930/0271-9517-24.1-2.62.

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At the midwestern land-grant university under study, undergraduate academic advising is part of the teaching mission and under the purview of the academic deans. In the decentralized system used, academic advising is delivered via full-time professional advisors in advising centers serving entire colleges or multiple curricula, full-time professional departmental advisors, and faculty advisors. Evaluation data collected annually from over 17,000 undergraduate advisees are used to compare the three advising methods with regard to student utilization of advising services, reasons for not utilizi

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40

Champlin-Scharff, Sarah. "Advising with Understanding: Considering Hermeneutic Theory in Academic Advising." NACADA Journal 30, no. 1 (2010): 59–65. http://dx.doi.org/10.12930/0271-9517-30.1.59.

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One might say that good advising requires understanding of those being advised. Yet, the way to achieve an accurate understanding of each advisee is unclear. An introduction to the field of hermeneutics, including an outline of Martin Heidegger's notion of human being and existential understanding, is presented to offer advisors a new opportunity to think closely about how to approach the work of understanding the advisee. Hermeneutic theory is presented, not as a new methodological approach to advising, but as a way of reconceptualizing what ought to be involved in the process of understandin

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41

Harris, Twaina A. "Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina." NACADA Journal 38, no. 1 (2018): 36–46. http://dx.doi.org/10.12930/nacada-15-010.

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Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with pre

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42

Weir, Susan B., Marcia M. Dickman, and Dale R. Fuqua. "Preferences for Academic Advising Styles." NACADA Journal 25, no. 1 (2005): 74–80. http://dx.doi.org/10.12930/0271-9517-25.1.74.

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This psychometric study was designed to test the feasibility of measuring college students' preferences for developmental and prescriptive advising styles as separate constructs. Part 5 of the Academic Advising Inventory (Winston & Sandor, 1984b) was revised into two independent scales, one for measuring preferences for developmental advising and the other for measuring preferences for prescriptive advising. Results suggest that the two scales have a reasonable item structure, and the internal consistency reliability is reported to be modest. Of greater theoretical importance, the two scal

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43

Saleh, Mahmoud A. "AN INTERNATIONAL PERSPECTIVE ON ACADEMIC ADVISING." NACADA Journal 8, no. 1 (1988): 46–51. http://dx.doi.org/10.12930/0271-9517-8.1.46.

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Academic advising constitutes one of the key problems facing higher education throughout the world today. The need for and benefits of advising are not limited to one geographical area, but represent a pervasive problem, penetrating international and cultural boundaries. This study examines the advising program at King Saud University, Riyadh, Saudi Arabia. Students' responses to a twenty-item questionnaire have been drawn upon to construct a picture of how students perceive academic advising at their university. The study also sought to determine if a significant difference in student respons

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44

Menke, Donna J., Mark Duslak, and Craig M. McGill. "Administrator Perceptions of Academic Advisor Tasks." NACADA Journal 40, no. 2 (2020): 85–96. http://dx.doi.org/10.12930/nacada-20-12.

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As higher education leaders, chief academic officers are capable of affecting the ways advising is structured and performed on college campuses, but little is known about how they regard advising. This study investigated the perceptions of 181 chief academic officers at two- and four-year public and private institutions in the U.S. regarding advising tasks. Using a Likert-scale instrument built using the NACADA core competencies, we explored how chief academic officers' perceptions of advisor tasks represent the informational, relational, and conceptual areas of the core competencies. Results

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45

Cooper, Elizabeth J., and Johannah S. Franke. "Advising Underprepared Transfer Students: Integrating English Assessment and Academic Advising." NACADA Journal 12, no. 2 (1992): 33–37. http://dx.doi.org/10.12930/0271-9517-12.2.33.

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Academic advisors make important contributions to preventing the academic difficulties of underprepared transfer students through active cooperation with the English composition program. Joint efforts to get students evaluated and placed at the appropriate level of English composition instruction can encourage reading, writing, and critical thinking competencies that enhance students' performance in their other academic courses.

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46

McGill, Craig M. "Toward a Substantive Theory of the Academic Advising Process: A Grounded Theory." NACADA Journal 41, no. 1 (2021): 94–105. http://dx.doi.org/10.12930/nacada-18-36.

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The role of academic advising in higher education remains largely misunderstood by university stakeholders, faculty and staff, students, and academic advisors. Many hold the simplistic view that academic advising is merely transmitting information to students to ensure timely graduation, a perception that limits what advising can do for student learning, growth, and development. Interviews with NACADA leaders and document analysis reveals a grounded theory of the academic advising process: within the advising context, students connect with caring institutional representatives, make meaning of

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47

Himes, Hilleary A. "Strengthening Academic Advising by Developing a Normative Theory." NACADA Journal 34, no. 1 (2014): 5–15. http://dx.doi.org/10.12930/nacada-13-020.

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Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in their personal growth, and helping them set and achieve educational goals. To continue clarifying the role of advising within higher education, practitioners need to move from analogical theories to normative theories. The diversity and richness of curren

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48

Wall, Harvey W. "PERSONAL PERSPECTIVES ON THE HISTORY OF ACADEMIC ADVISING." NACADA Journal 8, no. 2 (1988): 65–76. http://dx.doi.org/10.12930/0271-9517-8.2.65.

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The JOURNAL continues its series on the development of academic advising in higher education with the third installment of an interview with Dr. Harvey Wall, who began his career in clinical psychology in the early 1950s. In March 1986, Dr. Wall retired from his position as director of the Division of Undergraduate Studies (DUS), an advising unit at Penn State University that enrolls freshmen and sophomores exploring a variety of majors and advanced students seeking advising assistance with changes in their academic plans. Dr. Wall was the first director of DUS, which started in 1973 with 800

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49

Obaje, Timothy, and Rosheena Jeawon. "A Critical Review of the Adopted Academic Advising Approaches at the Durban University of Technology: Unpacking its Strengths and Challenges." Journal for Students Affairs in Africa 9, no. 2 (2021): 17–29. http://dx.doi.org/10.24085/jsaa.v9i2.3658.

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This paper offers a critical review of the adopted academic advising strategies at the Durban University of Technology. It is worth acknowledging that academic advising as a scholarly practice is in its developmental stage at South African tertiary institutions. The paper draws on the experiences of the authors as academic advisors to reflect on the strengths and challenges of the practices of academic advising. It interrogates and analyses the authors’ experiences vis-a-vis the extant literature on academic advising practices. In this way, the paper engages and advances best practices while s

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50

Barrows, Richard, and Bruce Murray. "Using Quality Function Deployment to Improve Academic Advising Processes." NACADA Journal 17, no. 1 (1997): 22–31. http://dx.doi.org/10.12930/0271-9517-17.1.22.

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Quality Function Deployment (QFD), a set of concepts and tools often used in manufacturing engineering to link consumer needs with product design, can be used to improve academic advising systems and processes. QFD promotes a structured and logical examination of students' advising needs and a rigorous examination of the relationship of these needs to the design of advising systems, processes, methods, and tools. Because its conceptual base is radically different from the disciplines underpinning advising theory, QFD can offer advising leadership useful insights and avenues for advising improv

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