|Abstract or Summary
- This study was conducted to (1) determine and assess perceptual
differences among graduate advisors, administrators, and graduate
students regarding the roles and functions of graduate advisors;
(2) determine the appropriate roles and functions of graduate
advisors; and (3) provide constructive feedback to graduate advisors.
A sample population of 415 was randomly selected from
administrators, graduate advisors, and graduate students in the School
of Education at Oregon State University (OSU) and Western Oregon State
College (WOSC). Of this population, 291 (70.12%) responded to a
questionnaire administered by mail. Group representation, by
percentage of returned questionnaires, was as follows: graduate
advisors (67%), administrators (85%), and graduate students (69%).
The 30-item instrument used in this study was developed by the
investigator, using a Delphi panel. Respondents assessed the roles
and functions of the graduate advisor, using a five-point Likert
scale, from "very strongly disagree" to "very strongly agree." The
computed reliability coefficient of +.84 assured a high degree of
consistency for the instrument.
The R-technique of factor analysis was programmed to compute a
three-factor solution, which was extracted from 30 competencies that
had factor loadings of ±.30 or greater. The three factors were: I.
Characteristics of the graduate advisor, II. Tasks of the graduate
advisor, III. Competencies of the graduate advisor.
The F statistic was used to analyze data to determine if
significant differences existed among the three groups of respondents.
The .05 probability level was selected as the rejection point for the
hypothesis testing. In all, 30 one-way analysis of variance tests
If group differences were indicated, Tukey's test was used to
compare means for each pair of groups. A significance level of .05
was accepted as an indicating degree of confidence that differences
In regard to the appropriate roles and functions of the graduate
advisor, the three groups of respondents proved to have a high degree
of similarity on 27 of the 30 competencies. Significant differences
were found in the perceptions between graduate advisors and graduate
students on two competencies, and among graduate advisors,
administrators, and graduate students on one competency.