Graduate Thesis Or Dissertation
 

Congruence between student and adviser perceptions of academic advising

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  • The purpose of this study was to assess the congruence of perceptions of academic advising between students and advisers. Seventeen tasks involved in developmental academic advising were identified from a review of current academic advising literature. These criteria became the basis of a questionnaire that asked students whether their adviser fulfilled each task, and whether they were satisfied or dissatisfied overall with advisers. The same seventeen criteria were listed on a questionnaire distributed to academic advisers. Advisers were asked the degree to which they perceived students desired each advising task. Adviser and student perceptions were congruent on the majority of advising criteria, but three significant differences arose. Students reported wanting: a) more help setting goals than advisers perceived, b) encouragement in risk taking through different classes and involvement, and c) help with time management and study skills. Academic advisers rated these tasks significantly less important than did students. Other key discrepancies were between students' indications of academic advising tasks desired and advising tasks received. Help with goal setting again arose as a task desired but with which students did not receive assistance. Students also reported some tasks lacking that advisers rated as very important. Most advisers considered helping students with decision making to be important. Many students indicated that they are not receiving assistance in this area. Most advisers recognized the importance of remembering students' names. Students agreed that these tasks were important, yet many indicated dissatisfaction with both criteria. Students are looking to advisers as information sources pertaining to more than their field of study. They want advisers to be familiar with campus resources and different educational options; they also expressed significant dissatisfaction with these tasks, whether satisfied or dissatisfied overall with their advisers. Prevalent factors inhibiting academic advisers from performing desired tasks were lack of time, heavy workload, and overwhelming numbers of advisees. These may explain students' dissatisfaction with noted advising criteria. Advisers recognize most student desires, but are too overwhelmed to fulfill advising tasks. Training, communication, and an increased value and recognition of academic advising as a key retention tool are important means of approaching and accomplishing effective advising services.
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