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Date of Graduation
5-9-2024
Semester of Graduation
Spring
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Learning Technology and Leadership Education
Advisor(s)
Tabitha Coates
Amelia Underwood
Randy Snow
Abstract
Understanding what students need should be at the forefront of every higher education institution’s design or plan for impact. From an academic advising standpoint, listening to the voices of students should be of utmost importance when determining how advisors can effectively influence student success. The purpose of higher education is to promote the success of students. Providing assistance towards individual, professional, and career development is the main focus of educational institutions when regarding their ability to help their respective students succeed. One avenue of this assistance is through their academic advising departments. Academic advising is a vital part of how colleges and universities incorporate their students into the world of higher education, while also working to establish the tools and opportunities for individuals to achieve success. Existing literature and research has inquired about the impact of advising in higher education. The research has been primarily focused on understanding the benefits of academic advising, the principles in which advising abides by the role of advising and/or academic advisors, and lastly, how students feel toward advising at their respective institutions. The intent of this research study is to fully allow for the voices of those primarily impacted by the functionality of academic advising to be heard, acknowledged, and taken into consideration when addressing the improvement of student satisfaction regarding advising.
Recommended Citation
Grier, Xavier, "“It’s not you, it’s me”: Understanding the relationship between students academic advising" (2024). Masters Theses, 2020-current. 279.
https://commons.lib.jmu.edu/masters202029/279
