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Relevant bibliographies by topics / Communication Advisor

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Journal articles

Academic literature on the topic 'Communication Advisor'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Communication Advisor"

1

Wrench, Jason S., and Narissra M. Punyanunt-Carter. "The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students." NACADA Journal 28, no. 1 (2008): 54–72. http://dx.doi.org/10.12930/0271-9517-28.1.54.

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The current study is the fourth in a series on various components of advisor-advisee communication. In the latest study, the influence of a variety of communication variables on the graduate advisor–advisee interpersonal relationship is examined. Graduate students' perceptions of their graduate advisors' use of humor as it relates to other communication variables (nonverbal immediacy, social support, mentoring, and relationship satisfaction) were investigated. Results revealed a positive, statistically significant relationship between an advisee's perception of his or her advisor's use of humor and that advisee's perception of the advisor's nonverbal immediacy, social support, and mentoring as well as the relationship satisfaction reported by the advisee.Relative Emphasis: theory, research, practice

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2

Wrench, Jason S., and Narissra M. Punyanunt. "Advisee‐advisor communication: An exploratory study examining interpersonal communication variables in the graduate advisee‐advisor relationship." Communication Quarterly 52, no. 3 (2004): 224–36. http://dx.doi.org/10.1080/01463370409370194.

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3

Barnett, Susan, Scott Roach, and Martha Smith. "Microskills: Advisor Behaviors that Improve Communication with Advisees." NACADA Journal 26, no. 1 (2006): 6–12. http://dx.doi.org/10.12930/0271-9517-26.1.6.

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In writing this article, we wanted to provide advisors practical means with which to optimize their relationships with advisees. First, we describe behavioral microskills that can be used by advisors to enhance advising sessions. Attending behaviors (eye contact, vocal cadence and tone, verbal tracking, body language) and listening skills (asking questions, observing, guiding discussion, reflecting feelings) are two core microskills that advisors can practice. Use of these microskills has been shown to improve session effectiveness and strengthen the advisee-advisor relationship. Second, we present the results of a small-scale experiment that suggests that even modest training in microskills can benefit advising sessions. Relative emphasis: * practice, theory, research

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4

Mansson, Daniel H., and Scott A. Myers. "Mentoring Support and Relational Uncertainty in the Advisor–Advisee Relationship." NACADA Journal 33, no. 1 (2013): 54–60. http://dx.doi.org/10.12930/nacada-13-208.

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We examine the extent to which career mentoring and psychosocial mentoring received from their advisors relates to advisee perceptions of advisor–advisee relational uncertainty. Doctoral students (N = 378) completed the Academic Mentoring Behaviors Scale (Schrodt, Cawyer, & Sanders, 2003), the Mentoring and Communication Support Scale (Hill, Bahniuk, Dobos, & Rouner, 1989), and the Relational Uncertainty Scale (Knobloch & Solomon, 1999). The results of a series of Pearson correlational analyses indicate that advisees' reports of received career mentoring and psychosocial mentoring from their advisors are negatively related to their advisor–advisee relational uncertainty. These findings emphasize further the importance of advisors' provision of mentoring support for their advisees.

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5

Junco, Reynol, Jeanna M. Mastrodicasa, Alicia Vance Aguiar, Elizabeth Mae Longnecker, and Jeffrey Nils Rokkum. "Impact of Technology-Mediated Communication on Student Evaluations of Advising." NACADA Journal 36, no. 2 (2016): 54–66. http://dx.doi.org/10.12930/nacada-16-014.

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The field of academic advising lags behind other similar fields in the use of technologically mediated communication modalities shown to improve academic outcomes. We investigated student satisfaction with undergraduate advising by examining the ways communication methods, such as social media, between student and advisor relate to student satisfaction. Results showed that although advisors rarely communicated with students via social media, text messaging, or instant messaging, the number of face-to-face advising meetings was positively predicted by advisor use of instant messaging and text messaging and negatively predicted by their use of Facebook. Furthermore, e-mail communication positively predicted a student's positive view of the advising experience, but communicating through Twitter predicted negative views of advising.

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6

Widodo, Aan, Dadang Rahmat Hidayat, Anter Venus, Sigid Suseno, and . "The Pattern of Communication Legal Advisor with Defendant In Indonesian Courtroom." International Journal of Engineering & Technology 7, no. 3.30 (2018): 405. http://dx.doi.org/10.14419/ijet.v7i3.30.18343.

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This article aims to illustrate the pattern of communication between legal Advisor and the defendant in court as one form of communication in the courtroom. This study addresses the research question: how is the communication pattern of legal advisor with the defendant in the courtroom at the Central Jakarta District Court. This research uses qualitative research approach, research method is ethnography of communication, with an interpretive paradigm. The results of this study indicate that communication between the legal advisor with the defendant in the courtroom begins at the time of the indictment hearing, the hearing, the prosecution and the verdict. The form of communication that emerged in the trial process through advocacy. Advocacy is a form of communication of legal Advisor with the defendant, with the primary objective of providing an understanding to the defendant about the legal information and the punishment that the defendant will receive.

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7

Cross, Lydia Karakolidis. "Graduate Student Perceptions of Online Advising." NACADA Journal 38, no. 2 (2018): 72–80. http://dx.doi.org/10.12930/nacada-17-015.

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As online education continues to expand across the nation and world, studies on online learners need to continually address student needs for and satisfaction with advising. However, to date, academic advising for online education has been explored rarely. Therefore, this quantitative study was conducted on graduate students' perceptions of academic advising experiences in online education programs in terms of communication, academic advisor knowledge of support services, and academic advisor behaviors. The data indicated that students agreed to statements about academic advisors as effective and that they expected proactive, timely, and knowledgeable advising. Implications for advisors of online students and suggested strategies emerged from the data and may enhance current advising practices.

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8

Wilder, Sara. "Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups." Written Communication 38, no. 2 (2021): 247–77. http://dx.doi.org/10.1177/0741088320986540.

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Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.

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9

Price, Andrea. "Examining the role of and value placed on trusted advisors as viewed by the Chief Executive Officer: A case study on the trusted advisor." McMaster Journal of Communication 12, no. 1 (2020): 1–18. http://dx.doi.org/10.15173/mjc.v12i1.2382.

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Given its proximity to and relationship with the C-suite, the role of the trusted advisor is one that many professionals, both within and outside public relations management, aspire to. Perhaps it is for this reason that the trusted advisor, particularly as it relates to the role of the Chief Communication Officer, has received considerable attention in public relations research and academic literature. However, there appears to be a gap in the body of knowledge about the trusted advisor role from the perspective of the Chief Executive Officer. Accordingly, the purpose of this research study was to explore the value of trusted advisors as perceived by the CEO. Through interviews with five chief executives, this study provides insight into the overall nature and role of the trusted advisor relationship: how the individuals came to be trusted advisors; the qualities and abilities that made them suited to the role; and how the CEOs engage with and rely on them. These insights are viewed in relation to the literature on relationship management, the concept of trust, and the roles of the Chief Executive Officer and trusted advisor. The findings indicate that the CEOs saw trust as a critical and foundational element of the relationship. It is also evident that the trusted advisors were relied upon to provide direct and honest feedback. This includes the ability to challenge the perspectives of the CEO, which contributes to building a relationship based on mutual trust.  Keywords: Chief Executive Officer, trusted advisor, relationships, relationship theory, trust, value

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10

Walker, Ruth V., Alexandra I. Zelin, Carolyn Behrman, and Rachel Strnad. "Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”." NACADA Journal 37, no. 2 (2017): 44–54. http://dx.doi.org/10.12930/nacada-15-027.

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University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

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