"It's Not You It's Me": Understanding the Relationship between Students & Academic Advising
Faculty Advisor Name
Dr. Tabitha Coates
Department
Department of Learning, Technology and Leadership Education
Description
Understanding what students need should be at the forefront of every higher education intitution’s design or plan for impact. From an academic advising standpoint, listening to the voices of students should be of most importance when determining how they can effectively influence student success. The purpose of higher education is to ensure the success of its students. Providing assistance towards individual, professional, and career development is the main focus of 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. Being able to acquire knowledge on what the experiences are from the voices of the students themselves allows for academic advising departments to determine whether they are meeting their standards of providing positive student assistance and services. Over the years, previous 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. Learning more about what the students feel they need from advising centers, more importantly what they need from their advisor(s), is vital to how productive and effective academic advising can be at higher education institutions. Most importantly, academic advising can play a critical role in helping students establish a sense of connectedness and belonging to an institution. By doing so, the intent of this research 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.
This research study is broken down into five main chapters that incorporate thorough assessments of each phase of the research process including the Introduction, Literature Review, Methodology, Findings, and the Discussion. The first chapter introduces the background of the study, the problem statement, the purpose of the study, research significance, research questions, research assumptions, limitations of the study, and delimitations of the study. Following this chapter, is a collection of integrated literature that examines the research background of academic advising, the impacts that academic advising has on the educational system, students’ perspectives of academic advising, and the theoretical frameworks that revolve around the approaches toward effective academic advising in higher education. Chapter Three discusses the methodology of the study. Chapter Four presents the findings from the study. The final chapter examines the findings of the study, in addition to the supporting literature. Recommendations for future research and practice are provided for higher education institutions, advisors, and the field of Adult Education & Human Resource Development.
"It's Not You It's Me": Understanding the Relationship between Students & Academic Advising
Understanding what students need should be at the forefront of every higher education intitution’s design or plan for impact. From an academic advising standpoint, listening to the voices of students should be of most importance when determining how they can effectively influence student success. The purpose of higher education is to ensure the success of its students. Providing assistance towards individual, professional, and career development is the main focus of 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. Being able to acquire knowledge on what the experiences are from the voices of the students themselves allows for academic advising departments to determine whether they are meeting their standards of providing positive student assistance and services. Over the years, previous 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. Learning more about what the students feel they need from advising centers, more importantly what they need from their advisor(s), is vital to how productive and effective academic advising can be at higher education institutions. Most importantly, academic advising can play a critical role in helping students establish a sense of connectedness and belonging to an institution. By doing so, the intent of this research 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.
This research study is broken down into five main chapters that incorporate thorough assessments of each phase of the research process including the Introduction, Literature Review, Methodology, Findings, and the Discussion. The first chapter introduces the background of the study, the problem statement, the purpose of the study, research significance, research questions, research assumptions, limitations of the study, and delimitations of the study. Following this chapter, is a collection of integrated literature that examines the research background of academic advising, the impacts that academic advising has on the educational system, students’ perspectives of academic advising, and the theoretical frameworks that revolve around the approaches toward effective academic advising in higher education. Chapter Three discusses the methodology of the study. Chapter Four presents the findings from the study. The final chapter examines the findings of the study, in addition to the supporting literature. Recommendations for future research and practice are provided for higher education institutions, advisors, and the field of Adult Education & Human Resource Development.
