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Journal articles on the topic 'Student-advisor relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Li, Yongjun, Nan Fang, Zun Liu, and Hui Yu. "Inferring Advisor-Student Relationships from Publication Networks Based on Approximate MaxConfidence Measure." Mathematical Problems in Engineering 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/8135464.

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A publication network contains abundant knowledge about advisor-student relationships. However, these relationship labels are not explicitly shown and need to be identified based on the hidden knowledge. The exploration of such relationships can benefit many interesting applications such as expert finding and research community analysis and has already drawn many scholars’ attention. In this paper, based on the common knowledge that a student usually coauthors his papers with his advisor, we propose an approximateMaxConfidencemeasure and present an advisor-student relationship identification a

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Wang, Yue, and Xiao Lin Liu. "A Novel Method for Mining the Advisor-Student Relationships in Academic Social Network." Advanced Materials Research 655-657 (January 2013): 1795–99. http://dx.doi.org/10.4028/www.scientific.net/amr.655-657.1795.

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Academic social network contains abundant knowledge about relationships among people or entities. Building the relationship between different entities correctly can help providing comprehensive services in the scientific research field. Unfortunately, some relationships, such as advisor-student relationship, are often hidden in academic social network, which are not explicitly categorized. Discovery of these relationships can benefit many valuable applications such as research community analysis. In this paper, a novel method based on Markov Logic Network is proposed to mine the advisor-studen

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Kim, Eunyoung, and Seung Jung Kim. "Advisor Selection, Advisor-Advisee Relationship, and Perceived Stress among Korean and US Doctoral Students." International Journal of Chinese Education 8, no. 2 (2019): 235–64. http://dx.doi.org/10.1163/22125868-12340114.

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Abstract In recent decades a prolific amount of research has been conducted into the topic of students’ relationships with supervising professors as key to doctoral experiences and success. Across different education systems, positive relationships between doctoral students and their advisors have been strongly associated with socialization into their departments and disciplines, as well as overall satisfaction with doctoral programs. While faculty-student relationship has been widely studied as one of the most important factors affecting student satisfaction and attrition, little is known abo

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Beres, Jacqueline L., and Jess C. Dixon. "Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors." Collected Essays on Learning and Teaching 9 (June 20, 2016): 111. http://dx.doi.org/10.22329/celt.v9i0.4440.

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Although previous studies have offered empirical and anecdotal support for academic mentoring, there are still considerable gaps in understanding the specific actions or components that are present in these relationships. Research has shown that academic faculty mentors provide all of Kram’s (1988) mentoring functions to their graduate student protégés. Despite numerous claims to the presence of “friendship” in graduate student-faculty advisor mentoring relationships, others question if friendship is even possible within this context. Thus, there is ambiguity about the role of this particular

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Harding-DeKam, Jenni L., Boni Hamilton, and Stacy Loyd. "The Hidden Curriculum of Doctoral Advising." NACADA Journal 32, no. 2 (2012): 5–16. http://dx.doi.org/10.12930/0271-9517-32.2.5.

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We examined the hidden curriculum of doctoral advising by conceptualizing the advisor as a teacher. Using autoethnographic methods in this case study, we simultaneously explored both sides of the advisor-student relationship. The constructivist paradigm permeated all aspects of the research: data collection, analysis, and interpretation. The significance of this study lies in new understanding of the zone of proximal doctoral development and the exploration of barriers to building positive multiyear advising relationships. Findings and implications resulted in new understandings of how doctora

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Nguyen, Huynh Mai. "Faculty Advisors’ Experiences with International Graduate Students." Journal of International Students 3, no. 2 (2013): 102–16. http://dx.doi.org/10.32674/jis.v3i2.504.

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The current study explored the experiences of faculty advisors working with international graduate students (IGS). Data was collected through semi-structured interviews and a demographic survey and was analyzed using open, axial, and selective coding strategies. Three central categories emerged from the analysis: (a) advisors’ perceptions of IGS, (b) lessons learned by advisors, and (c) indicators of success. A model for advisors’ experiences emerged using the data gathered. Overall, advisors reported positive experiences with current and former advisees. Advisor perceptions’ of IGS were used

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Sun, Li, and Ning Cheng. "Impact of Perceived Academic Advisor Support on Academic Motivation." International Journal of Human Resource Studies 11, no. 2 (2021): 168. http://dx.doi.org/10.5296/ijhrs.v11i2.18564.

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Improving the credit system is a new requirement of the Ministry of Education of China. The academic advisor system is an essential part of the credit system management and plays an important role in the planning and guidance of students’ academic career. Therefore, this paper studies the influence of students’ perception of academic advisor support on academic motivation. It surveyed 455 undergraduates from universities and colleges in Henan Province that implemented the academic advisor system, and found that students have a high degree of academic motivation. The main results of the researc

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Devine, Kay, and Karen Hunter. "Doctoral Students’ Emotional Exhaustion and Intentions to Leave Academia." International Journal of Doctoral Studies 11 (2016): 035–61. http://dx.doi.org/10.28945/3396.

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The primary aim of this study was to better understand the antecedents of doctoral students’ emotional well-being, and their plans to leave academia. Based on past research, antecedents included departmental support, the quality of the supervisory relationship, and characteristics of the supervisory relationship. We used a mixed-methods study, and surveyed 186 doctoral students from nine countries. We found that supportive relationships, at the departmental and advisor level, reduced emotional exhaustion and intentions to leave academia, and that emotional exhaustion was positively related to

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Williams, Michael Steven, Tiffany Jeanette Brown Burnett, Talia Kay Carroll, and Cameron J. Harris. "Mentoring, Managing, and Helping." Journal of College Student Retention: Research, Theory & Practice 20, no. 2 (2016): 253–78. http://dx.doi.org/10.1177/1521025116657834.

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This study utilizes a critical race theory framework to explore the ways race and gender influence Black doctoral students’ socialization experiences. Themes about the varied roles and identities of important socialization agents emerged from the data. Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships, also proved instrumental to these students’ retention and persistence in doctoral study. Furthermore, their experiences offer insights about the complexity of navigating the various relationships, including, but not limited to the traditi

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Evans, Rachel, and Darren Lund. "FORGING ETHICAL ADULT-YOUTH RELATIONSHIPS WITHIN EMANCIPATORY ACTIVISM." International Journal of Child, Youth and Family Studies 4, no. 3.1 (2013): 433. http://dx.doi.org/10.18357/ijcyfs43.1201312623.

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The authors engage in a duoethnographic dialogue about their past work as activists in a high school setting, where Rachel was a high school student and Darren a teacher-advisor. Their discussion focuses on their recollections of the formation of a Gay-Straight Alliance (GSA) within a conservative community setting, the first of its kind in the Province of Alberta. Reflecting critically on their own roles, they explore the dimensions of effective adult-youth collaborations, including notions of power and privilege, and the role of adults in protecting students from hostile community backlash.

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Tukey, David D. "Academic Advising as a Multisystem, Collaborative Enterprise." NACADA Journal 16, no. 1 (1996): 6–13. http://dx.doi.org/10.12930/0271-9517-16.1.6.

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An institution's system of academic advising is characterized not only by formal organizational structures and delegated responsibilities, but also by a diverse set of dynamic influences. These influences comprise different systems operating at the various levels of a) the individual student, b) the advisor, c) the advising center or department, and d) the institution. A systems approach—both stressing functional relationships among persons and units, and examining transactions and processes—provides a useful foundation for understanding, assessing, and improving academic advising. Implication

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Teasley, Marilee L., and Erin M. Buchanan. "When Music Goes Up in Flames: The Impact of Advising on Music Major Burnout." NACADA Journal 36, no. 1 (2016): 43–53. http://dx.doi.org/10.12930/nacada-15-002.

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Bringing their personalities and experiences to their relationships with students, academic advisors engage with a diverse population of students every semester. However, they meet with many students who display cynicism and exhaustion, known as burnout, toward their major. Over 300 music majors across the country were surveyed on their perceived academic advisor support, basic psychological needs, and burnout levels. Perceived student dissatisfaction of advising was positively correlated with burnout, such that larger measures of dissatisfaction are associated with larger measures of burnout.

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GARCIA, VERONICA, WILHEMINA AGBEMAKPLIDO, HANAN ABDELA, OSCAR LOPEZ JR., and RASHIDA REGISTE. "High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher." Harvard Educational Review 76, no. 4 (2006): 698–724. http://dx.doi.org/10.17763/haer.76.4.nu70771132536q86.

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In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that h

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Parisi, Daniela. "Giovanni Demaria and the Rockefeller Foundation: Seesaw relationships during a thirty-year span (1930-1958)." HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (March 2011): 81–91. http://dx.doi.org/10.3280/spe2010-002005.

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Recent historiography on the interest of Italian economists in American economic thought is becoming rich and valuable. Thanks to these sources, we know that this interest arose because several Italian economists were attracted by the realism featured in North American economic investigation, by the importance attributed to both statistical measurement and historical analysis, and by the pluralism of approaches and vital eclecticism of American social scientists. Among Italian economists, Luigi Einaudi acknowledged such scientific vitality, and held the role of advisor for the selection of Ita

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Soria, Krista M., Nicole L. Laumer, Dale J. Morrow, and Garrett Marttinen. "Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates." NACADA Journal 37, no. 2 (2017): 55–65. http://dx.doi.org/10.12930/nacada-16-010.

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We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-bas

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Richards, K. Andrew R., Gabriella M. McLoughlin, Victoria Nicole Ivy, and Karen Lux Gaudreault. "Understanding Physical Education Doctoral Students’ Perspectives of Socialization." Journal of Teaching in Physical Education 36, no. 4 (2017): 510–20. http://dx.doi.org/10.1123/jtpe.2016-0165.

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Purpose:Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.Method:Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.Results:Three first-order themes described: (a)

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Griffin, Kimberly, Vicki Baker, KerryAnn O’Meara, Gudrun Nyunt, Tykeia Robinson, and Candice L. Staples. "Supporting scientists from underrepresented minority backgrounds." Studies in Graduate and Postdoctoral Education 9, no. 1 (2018): 19–37. http://dx.doi.org/10.1108/sgpe-d-17-00032.

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PurposeThe purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minority students gain access to needed supports through building individual mentoring relationships and broader networks of support.Design/methodology/approachThe authors rely on a case study approach to explore developmental networks and support accessed by

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Cater, Kaaryn. "Small shifts, big changes: changing the story for students with Sensory Processing Sensitivity (SPS)." International Journal for Transformative Research 3, no. 2 (2016): 24–31. http://dx.doi.org/10.1515/ijtr-2016-0010.

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Abstract It is my privilege to work as a tertiary learning advisor (TLA). Through my role I have had the opportunity to form unique relationships with students during individual consultations. This has enabled me to observe student behaviour, and the metacognitive strategies students use to negotiate the myriad challenges of tertiary study. I noticed trends in student behaviour that did not fit current literature on teaching and learning, and identified possible links between the observed student feelings of overwhelm, and sensory processing sensitivity (SPS) and highly sensitive people (HSP),

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Macedo, Maria do Socorro Alencar Nunes, and Paula Aparecida Diniz Gomides. "The PEC-G and University Internationalization." Debates em Educação 12, Esp2 (2020): 271. http://dx.doi.org/10.28998/2175-6600.2020v12nesp2p271-291.

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<p>This article presents a broader research clipping that aimed to understand the strategies and trajectories of foreign undergraduate students at a Brazilian public university. In this text we focus on the PEC-G (Undergraduate Student Agreement Program) and the relationships established by African students linked to this program as an internationalization and academic mobility policy. Based on some concepts of Bourdieu, we seek to understand the meanings attributed by students to the educational process in Brazil and their expectations with the conclusion of the course. Based on assumpt

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Rockinson-Szapkiw, Amanda, Lucinda S. Spaulding, and Rebecca Lunde. "Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist." International Journal of Doctoral Studies 12 (2017): 049–72. http://dx.doi.org/10.28945/3671.

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Aim/Purpose: The purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional) to persist. Background: It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistenc

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BEASLEY-FIELSTEIN, LYNDA. "Student Perceptions of the Developmental Advisor-Advisee Relationship." NACADA Journal 6, no. 2 (1986): 107–17. http://dx.doi.org/10.12930/0271-9517-6.2.107.

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Mottarella, Karen E., Barbara A. Fritzsche, and Kara C. Cerabino. "What do Students Want in Advising? A Policy Capturing Study." NACADA Journal 24, no. 1-2 (2004): 48–61. http://dx.doi.org/10.12930/0271-9517-24.1-2.48.

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A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and sat

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Swecker, Hadyn K., Matthew Fifolt, and Linda Searby. "Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention." NACADA Journal 33, no. 1 (2013): 46–53. http://dx.doi.org/10.12930/nacada-13-192.

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For this quantitative study, we used a multiple logistic regression technique to investigate the relationship between the number of meetings with an academic advisor and retention of first-generation students, as represented by enrollment status and academic standing at a large, public research institution in the Southeast. Consistent with previous studies and student retention literature, the number of advisor meetings (independent variable) was a significant predictor of student retention. Findings from this study suggest that for every meeting with an academic advisor, the odds that a stude

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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 unde

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McElroy, Jennifer, and Jeanette Altarriba. "The Advisor-Student Relationship: The Cornerstone of a Successful Psi Chi Chapter." Eye on Psi Chi Magazine 5, no. 2 (2001): 32–33. http://dx.doi.org/10.24839/1092-0803.eye5.2.32.

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전재은, Heeyoung Lee, Kim Dong Hyun, and 전하람. "Critical Discourse Analysis of the Media Coverage on ‘Graduate Student-Advisor Relationship’." Korean journal of sociology of education 28, no. 4 (2018): 87–116. http://dx.doi.org/10.32465/ksocio.2018.28.4.004.

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Giefer, Cheryl. "Publication of a Thesis: The Relationship Between Graduate Student and Thesis Advisor." Nurse Author & Editor 6, no. 2 (1996): 7–8. http://dx.doi.org/10.1111/j.1750-4910.1996.tb00358.x.

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Mansson, Daniel H., and Scott A. Myers. "Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship." Communication Education 61, no. 4 (2012): 309–34. http://dx.doi.org/10.1080/03634523.2012.708424.

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Bordia, Sarbari, Elizabeth V. Hobman, Simon Lloyd D. Restubog, and Prashant Bordia. "Advisor-Student Relationship in Business Education Project Collaborations: A Psychological Contract Perspective." Journal of Applied Social Psychology 40, no. 9 (2010): 2360–86. http://dx.doi.org/10.1111/j.1559-1816.2010.00662.x.

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Bloom, Jennifer L., Amanda E. Propst Cuevas, James Warren Hall, and Christopher V. Evans. "Graduate Students' Perceptions of Outstanding Graduate Advisor Characteristics." NACADA Journal 27, no. 2 (2007): 28–35. http://dx.doi.org/10.12930/0271-9517-27.2.28.

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The advising literature confirms the graduate student–graduate advisor relationship as the most important factor in graduate student success. To better understand the characteristics of graduate advisors that students find most helpful, we conducted a grounded theory study with a constructivist design that involved a qualitative textual analysis of Outstanding Graduate Advisor of the Year Award nominations from MD-PhD students enrolled in the Medical Scholars Program at the University of Illinois at Urbana-Champaign. Five major themes emerged from this analysis, and the results indicate that s

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Meurer, Alison Martins, Rayane Camila da Silva Sousa, Flaviano Costa, and Romualdo Douglas Colauto. "Feelings perceived by students during the phases of accounting dissertation guidance." Revista Contabilidade & Finanças 32, no. 85 (2021): 158–73. http://dx.doi.org/10.1590/1808-057x202010550.

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ABSTRACT The aim of this study was to understand how students graduating from accounting master’s courses perceived the feelings experienced in the different dissertation guidance phases. This investigation enables us to identify which stages generate negative feelings and to thus propose actions to improve the affective relationship between the advisor and student, considering that the feelings substantially affect the potential of the scientific works originating from that relationship. The advisor-student relationship and the feelings involved in it are among the main factors that positivel

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Blasingame, Tom. "Survive, Revive, Thrive: Chapter 8: Trade Winds." Journal of Petroleum Technology 73, no. 05 (2021): 6–7. http://dx.doi.org/10.2118/0521-0006-jpt.

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Aging is not lost youth, but a new stage of opportunity and strength. - Betty Friedan, American feminist, 1921-2006 (Cofounder of the National Organization for Women) Where Are We Going? If one does not know to which port one is sailing, no wind is favorable. - Lucius Annaeus Seneca, Roman statesman, 4 BC-65 AD The most challenging aspect of creating a monthly column is to try to balance mission (i.e., long-term strategy), contemporary events (i.e., things happening now), and the urgent (i.e., news you need to know). This column will have a bit of all three. I chose “trade winds” as the theme

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Ryser, Jeannine, and Peg Alden. "Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD." NACADA Journal 25, no. 1 (2005): 51–63. http://dx.doi.org/10.12930/0271-9517-25.1.51.

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Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challen

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Donnelly, Ned. "A National Survey of Academic-Advisor Job Satisfaction." NACADA Journal 29, no. 1 (2009): 5–21. http://dx.doi.org/10.12930/0271-9517-29.1.5.

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Presented analyses regarding academic-advisor job satisfaction are based on data from a survey administered to NACADA members in July 2005. Advisor job satisfaction in various environments and differences in satisfaction across personal demographics were studied. Academic advisors report high satisfaction overall as well as with student and supervision aspects of the job. Advisors are most satisfied with work variety, job benefits, and teamwork, and they are least satisfied with salary, recognition, and support for career opportunity. Environment variables most strongly related to job satisfac

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Fielstein, Lynda L. "STUDENT PREFERENCES FOR PERSONAL CONTACT IN A STUDENT-FACULTY ADVISING RELATIONSHIP." NACADA Journal 7, no. 2 (1987): 34–40. http://dx.doi.org/10.12930/0271-9517-7.2.34.

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The author of this study states that its purpose is to “arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor. “ Many researchers claim that a strong, personal relationship is preferred, but is this actually the case? Is developmental advising, which focuses on the integration of a student's social, physical, psychological, and cognitive needs, the form of advising students themselves prefer? The question is a significant one if we are to believe that advising – quality advising – plays a key role in student morale and retention.

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Nai, Wei, Lanfei Ma, and Yidan Xing. "Teaching Effect and Reform Strategies on Graduation Design for Undergraduates in Information Related Majors in Independent College Based on Psychological Identity." International Journal of Information and Education Technology 11, no. 1 (2021): 35–40. http://dx.doi.org/10.18178/ijiet.2021.11.1.1486.

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The annual graduation design in universities is the final cultivation process of the comprehensive professional competencies for undergraduates before they end their college career, and is also an important component in the tasks of undergraduate education. Teaching effect of graduation design on one hand depends on the foundation and application ability of professional knowledge of each student, and also depends on the psychological identity on advisor and the topic chosen from the student point of view on the other hand. In this paper, undergraduates who have all finished their graduation de

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Demb, Ada, and Kelly Funk. "What Do They Master? Perceived Benefits of the Master's Thesis Experience." NACADA Journal 19, no. 2 (1999): 18–27. http://dx.doi.org/10.12930/0271-9517-19.2.18.

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This qualitative study explores the learning outcomes achieved by students undertaking a master's research thesis. Interviews were conducted with 24 alumni of a higher education/student affairs program who matriculated between 1986 and 1996. Program faculty, student support staff, and graduate assistantship supervisors were also interviewed. Students experienced the thesis process in eight clearly identifiable stages, with learning outcomes associated with each stage. Four areas of growth were attributed to completing a thesis: personal development, skills development, content expertise, and r

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McAnulty, Brenda Hart, Carol Alf O'Connor, and Libby Sklare. "ANALYSIS OF STUDENT AND FACULTY OPINION OF ACADEMIC ADVISING SERVICES." NACADA Journal 7, no. 1 (1987): 49–61. http://dx.doi.org/10.12930/0271-9517-7.1.49.

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As college student enrollment continues to decline on regional and national levels, faculty members and administrators alike are increasingly concerned about the corresponding loss in revenue. Closely aligned with this concern, and also with the increased intensity of recruitment activities, is the emphasis on college student retention. At the same time, the quality of academic advising provided to an institution's students is being carefully scrutinized, particularly for its relationship to retention. This article reports on the results of a questionnaire dealing with faculty and student perc

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Barnes, Lisa J., and Robin Parish. "Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative." Journal of Educational Evaluation for Health Professions 14 (March 25, 2017): 4. http://dx.doi.org/10.3352/jeehp.2017.14.4.

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Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via s

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Dillon, Randy K., and Bradley J. Fisher. "Faculty as Part of the Advising Equation: An Inquiry into Faculty Viewpoints on Advising." NACADA Journal 20, no. 1 (2000): 16–23. http://dx.doi.org/10.12930/0271-9517-20.1.16.

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This study examines faculty advisor perspectives on faculty-student advising interactions. A survey questionnaire and two focus groups tapped faculty concerns about a variety of advising issues that faculty members feel contribute or detract from successful advising. Questions regarding the influence of the advising process, including the role of advisors and perceived student expectations, were also asked of advisors. Suggestions for improving the faculty-student advising relationship were also sought. Results suggest that advisors' knowledge of advising and preparation contribute to advising

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Craft, Christy Moran, Donna Augustine-Shaw, Amanda Fairbanks, and Gayla Adams-Wright. "Advising Doctoral Students in Education Programs." NACADA Journal 36, no. 1 (2016): 54–65. http://dx.doi.org/10.12930/nacada-15-013.

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Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor–advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student adv

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Lee, Seung Hyun, and Cynthia S. Deale. "A matter of degrees: exploring dimensions in the Ph.D. student–advisor relationship in hospitality and tourism education." Journal of Teaching in Travel & Tourism 16, no. 4 (2016): 316–30. http://dx.doi.org/10.1080/15313220.2016.1221752.

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Wagner, H. H., S. Temple, I. Dankert, and R. Napper. "How to communicate effectively in graduate advising." FACETS 1, no. 1 (2017): 280–99. http://dx.doi.org/10.1139/facets-2015-0014.

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This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student’s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how t

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Hilmer, Christiana E., and Michael J. Hilmer. "On the Relationship between the Student‐Advisor Match and Early Career Research Productivity for Agricultural and Resource Economics Ph.D.s." American Journal of Agricultural Economics 89, no. 1 (2007): 162–75. http://dx.doi.org/10.1111/j.1467-8276.2007.00970.x.

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Gerdes, John H., and Tena B. Crews. "Developing Course Profiles to Match Course Characteristics with Student Learning Styles." NACADA Journal 30, no. 1 (2010): 23–33. http://dx.doi.org/10.12930/0271-9517-30.1.23.

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Advisors with a working knowledge about course workload and the levels of learning in specific classes provide the best possible advising. Unfortunately, they often have only limited information regarding important course characteristics. With a better understanding of these factors, advisors can assist students in making appropriate course selections during the advising process and promote a positive advisor-student relationship. We explain a new means of profiling courses that integrates information about the workload and levels of learning for each course. We also explain the benefits of th

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Barnes, Benita J. "The Nature of Exemplary Doctoral Advisors' Expectations and the Ways They May Influence Doctoral Persistence." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (2009): 323–43. http://dx.doi.org/10.2190/cs.11.3.b.

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The high attrition rate from doctoral programs has been called a “hidden crisis” in graduate education (Lovitts & Nelson, 2000). Previous research has identified a constellation of factors that may contribute to doctoral attrition. However, the literature suggests that one of the most powerful influences on doctoral persistence is the relationship doctoral students develop with their advisors (Berg & Ferber, 1983; Ferrer de Valero, 2001; Girves & Wemmerus, 1988). Although there is a growing body of literature that has explored the advisor-advisee relationship with respect to persis

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Modi, Jyoti Nath, and Tejinder Singh. "Mentoring in Medical Colleges." International Journal of User-Driven Healthcare 3, no. 3 (2013): 112–21. http://dx.doi.org/10.4018/ijudh.2013070108.

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Mentoring is known to promote development of professional skills irrespective of the discipline. It is a natural phenomenon that emanates from the desire of a senior and experienced individual to give and the need of an inexperienced novice to grow. Mutual trust, faith and respect while working towards a shared vision of objectives and achievements are the main driving force of a mentoring relationship. It requires the mentor to give selflessly and the mentee to accept graciously while conveying his needs and being an active partner in the process. A mentor is looked upon as a guide, confidant

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Novaes, Sylvia Caiuby. "Voyages as exercises of the gaze." Vibrant: Virtual Brazilian Anthropology 9, no. 2 (2012): 272–91. http://dx.doi.org/10.1590/s1809-43412012000200010.

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This article focuses the relationship between journeys and photographs especially among anthropologists who travel. Having travelled to the Upper Negro River as an advisor of a PhD student, I discuss what digital photographs may mean in a context where verbal communication is impossible. Real or imaginary journeys are a source of images, reports, or travel logs in which it is difficult to discern what is real and what is fiction. After discussing a few famous scientific and literary journeys, the article focuses on some anthropological journeys and concludes that images produced by anthropolog

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Carter-Veale, Wendy Y., Renetta G. Tull, Janet C. Rutledge, and Lenisa N. Joseph. "The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community." CBE—Life Sciences Education 15, no. 3 (2016): ar34. http://dx.doi.org/10.1187/cbe.16-01-0081.

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The problem of PhD attrition, especially at the dissertation-writing stage, is not solely related to mentoring, departments, or disciplines; it is a problem that affects the entire institution. As such, solutions require collaborative efforts for student success. Building on Yeatman’s master–apprentice model, which assumes mastering disciplinary writing in singular advisor–student contexts, and Burnett’s collaborative cohort model, which introduced doctoral dissertation supervision in a collaborative-learning environment with several faculty mentors in a single discipline, the Dissertation Hou

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West, Christina H., Kendra L. Rieger, Rishma Chooniedass, et al. "Enlivening a Community of Authentic Scholarship." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691880812. http://dx.doi.org/10.1177/1609406918808122.

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Background: Critical and engaged qualitative scholarship depends on high-quality graduate training. The need to reexamine graduate student mentorship has become particularly pressing, given the high level of mental health distress experienced by students. It is unclear whether mentorship emerging within the student–advisor relationship is sufficient to ensure comprehensive mentorship. Innovative, experiential pedagogical approaches that integrate emotional and intellectual aspects are limited but may play a vital role in mentorship. There is a critical need to develop and study creative mentor

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