An Exploration of Undergraduate Senior Students’ Expectations and Experiences of Academic Advising
Faculty Advisor Name
Dr. Oris Griffin
Department
Department of Learning, Technology and Leadership Education
Description
Quality academic advising is important to students and contributes to their college success and satisfaction (Noel-Levitz, 2011; Young-Jones, Burt, Dixon, & Hawthorne, 2013; He & Hutson, 2016; Houdyshell & Kirk, 2018). However, undergraduate students continually report dissatisfaction and ineffectiveness with academic advising (Smith & Allen, 2008; Allen, Smith & Muehleck, 2014; Walker, Zelin, Behrman, & Strnad, 2017; Houdyshell & Kirk, 2018). Students’ dissatisfaction with academic advising indicates that their needs are not being met, thus leaving students to navigate college without the additional help and resources from a good academic advisor. The purpose of this qualitative study was to explore college seniors’ academic advising expectations and experiences to inform academic advisors of senior students’ advising perceptions and to better meet students’ advising needs. Semi-structured interviews with eight James Madison University senior students from multiple majors were conducted. As a result of student interviews and extensive literature on student expectations, the following areas were explored and clarified: frequency of meetings, accurate information disseminated, roles of an academic advisor, relationship with an academic advisor, incorporation of technology, career development, information on opportunities, and students’ responsibility. The in-depth responses were analyzed using content analysis and coded as categories arose during the review. The overarching themes from the interviews were that students desire a relationship with their academic adviser, students require accurate information from their advisor, and students expect advisors to be responsive. Students anticipated similar qualities and roles of an academic advisor including prescriptive and developmental advising functions. Those interviewed also acknowledged their role in advising activities. Overall, students had differing expectations of advisors further supporting the need to examine student expectations at the beginning of the advising relationship. Students’ expectations were based on prior experience and changed over time. Exploring and acknowledging students’ advising expectations may help bolster advising programs, provide quality academic advising, and constructively impact senior students’ success in college and their futures.
An Exploration of Undergraduate Senior Students’ Expectations and Experiences of Academic Advising
Quality academic advising is important to students and contributes to their college success and satisfaction (Noel-Levitz, 2011; Young-Jones, Burt, Dixon, & Hawthorne, 2013; He & Hutson, 2016; Houdyshell & Kirk, 2018). However, undergraduate students continually report dissatisfaction and ineffectiveness with academic advising (Smith & Allen, 2008; Allen, Smith & Muehleck, 2014; Walker, Zelin, Behrman, & Strnad, 2017; Houdyshell & Kirk, 2018). Students’ dissatisfaction with academic advising indicates that their needs are not being met, thus leaving students to navigate college without the additional help and resources from a good academic advisor. The purpose of this qualitative study was to explore college seniors’ academic advising expectations and experiences to inform academic advisors of senior students’ advising perceptions and to better meet students’ advising needs. Semi-structured interviews with eight James Madison University senior students from multiple majors were conducted. As a result of student interviews and extensive literature on student expectations, the following areas were explored and clarified: frequency of meetings, accurate information disseminated, roles of an academic advisor, relationship with an academic advisor, incorporation of technology, career development, information on opportunities, and students’ responsibility. The in-depth responses were analyzed using content analysis and coded as categories arose during the review. The overarching themes from the interviews were that students desire a relationship with their academic adviser, students require accurate information from their advisor, and students expect advisors to be responsive. Students anticipated similar qualities and roles of an academic advisor including prescriptive and developmental advising functions. Those interviewed also acknowledged their role in advising activities. Overall, students had differing expectations of advisors further supporting the need to examine student expectations at the beginning of the advising relationship. Students’ expectations were based on prior experience and changed over time. Exploring and acknowledging students’ advising expectations may help bolster advising programs, provide quality academic advising, and constructively impact senior students’ success in college and their futures.
