Consistency and Variation in Teachers’ Implementation of the Advisor Role

2013 ◽  
pp. 65-82
Author(s):  
Kate Phillippo
Keyword(s):  
2009 ◽  
Author(s):  
Michelle Ramsden Zbylut ◽  
Kimberly A. Metcalf ◽  
Brandon McGowan ◽  
Michael Beemer ◽  
Jason M. Brunner ◽  
...  
Keyword(s):  

Relay Journal ◽  
2020 ◽  
pp. 243-249
Author(s):  
Daniel Hooper

In this short reflective paper, taking a narrative approach I explore my development as a trainee advisor within one practice advising session. In particular, I focus on my utilization of two advising strategies (metaphor and metaview/linking) through the examination of transcribed excerpts of our dialogue. In addition to reflecting on my performance in the advisor role, I discuss how integrating these strategies with information from a learner’s personal history may lead to opportunities for deep reflection, perspective switching, and rapport building between advisor and advisee.


2017 ◽  
Vol 37 (2) ◽  
pp. 66-75 ◽  
Author(s):  
Ye He ◽  
Bryant Hutson

The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from assessment of faculty advising to assessment for faculty advising that extends the consideration of advising beyond the service component. Building upon an overview of the faculty advisor role, we unpack this paradigm shift and discuss aspects to consider to enhance the quality and assessment for faculty advising in terms of advising content, process, and impact. We highlight faculty engagement in the scholarship of academic advising to recognize faculty advising as more than faculty service responsibilities.


Author(s):  
Hayley Blunden ◽  
Francesca Gino

This chapter integrates research on advice interactions, motivations for advising, and the psychological consequences of serving in an advisor role to develop a more comprehensive perspective on the psychology of advising. By connecting this work, which spans various methodologies and theoretical foundations, it advances current thinking on advice giving in two primary ways. First, in examining the diversity of motivations for advice giving, it extends the set of advice-exchange outcomes to be considered beyond those previously emphasized. Second, it highlights previously unexplored aspects of the advisor role that are likely to impact the advice-giving experience. The chapter concludes by providing recommendations for advisors and identifying areas ripe for future research to illuminate the advisor side of the advice-exchange process.


2020 ◽  
Vol 43 (1) ◽  
pp. E39-E40
Author(s):  
Morley D. Hollenberg

In Homer’s 8th century BC Greek epic poem “Odyssey”, Odysseus, upon leaving town to do battle for an extended period, could not have done better than to leave his son, Telemachus, in the care of a trusted friend, Mentor. Thus, “mentorship” can be seen as a key process, whereby a more experienced individual takes on an advisor role for a less-experienced colleague.


2021 ◽  
Vol 17 (1-2021) ◽  
pp. 102-107
Author(s):  
Rebecca Santos

Action research has enormous potential for policymakers, and those who advise them, to work in more iterative, reflective, and collaborative ways. For complex systems facing wicked problems, any approach that gets it closer to framing a problem well and drawing upon diverse forms of knowledge to bring about change, is good. Advisors who do action research in policymaking or political settings should be sensitive to the fact that this methodology may confound expectations regarding the ‘traditional’ advisor role. As such, some careful navigation of this approach (and what it means for the relationship and perception policymakers may have with those they engage to advise them) is required. This opinion piece shares lessons from an advisor working in the OECD’s innovation team, which embraced the action research methodology to reflect on and design innovative policy interventions with public sector policymakers. Action researchers who are using this methodology to produce policy advice may be more successful in auguring, and better navigating, new kinds of relationships with government if they heed the following lessons: frame the value of action research with decision makers, diversify your data and follow the story, and prime practitioners to participate.


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