scholarly journals Faculty Advisor Perspectives of Academic Advising

2020 ◽  
Vol 40 (1) ◽  
pp. 10-22
Author(s):  
Elizabeth Hart-Baldridge
Keyword(s):  
Student Success ◽  
Academic Advising ◽  
Public Institution ◽  
Graduation Requirements ◽  
Higher Education Administrators ◽  
Academic Advisor ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
Education Administrators ◽  
Advisor Roles

A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.

Leading Institutions Through Change to Improve Learning

2022 ◽  
pp. 106-126
Author(s):  
Gretchen Bartelson
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Teaching And Learning ◽  
Change Agents ◽  
Educational Institutions ◽  
Higher Education Administrators ◽  
External Pressures ◽  
Success In Higher Education ◽  
Working Together ◽  
Education Administrators

Student success in higher education depends on a complex set of services that must be integrated seamlessly and delivered to students. This chapter looks at the complex, and often competing, interests of students, faculty, administration, and external stakeholders as they seek to improve student success in higher education. Administrators, mid-level managers, change agents, faculty and ancillary student support services all need to understand the importance of their role in working together to make the changes necessary to improve teaching and learning. The great challenge is managing the change that this will require. Educational institutions in the 21st century need to become agile and able to manage change imposed by both internal and external pressures.

Boosting Retention Through a Foundation of Academic Advising

2018 ◽  
pp. 160-171 ◽  
Author(s):  
Sean Nemeth
Keyword(s):  
Student Success ◽  
Continuous Improvement ◽  
Academic Advising ◽  
Student Persistence ◽  
Causal Link ◽  
Academic Advisor ◽  
Road Map ◽  
Advising Models ◽  
Advising Model

While there is no direct causal link between academic advising and increased student persistence, the role of the academic advisor can be key to an institution's success. This chapter examines one university's approach to redesigning the academic advising model from the ground up and committing to a philosophy of continuous improvement in academic advising, retention and student success. A decade in the making, the tools and approaches created through this process now play an important part in the institution's success and can be a road-map for other institutions to follow as they aspire to revise and improve their academic advising models and to improve student success.

scholarly journals Critical Factors Related to Student Success Technology

2020 ◽  
Vol 17 (06) ◽  
pp. 2050045
Author(s):  
Hans VanDerSchaaf ◽  
Tugrul Daim
Keyword(s):  
University Students ◽  
Student Success ◽  
Latent Variables ◽  
Retention Rates ◽  
Higher Education Administrators ◽  
Critical Factors ◽  
Data Set ◽  
Five Factors ◽  
Education Administrators ◽  
Support Students

This study examines university students’ perspectives on student success technology. Efforts to improve graduation and retention rates for undergraduates (i.e. “student success”) and initiatives to enhance the overall student experience are critical for higher education administrators, faculty and staff. These actors are significantly dependent on technology and technology-mediated services. To help understand student perspectives on online services related to student success, this study uses data from a 2016 survey of ABC University students about the importance and satisfaction that students placed on accomplishing key tasks online ([Formula: see text] respondents). The main questions in this inquiry are: (1) What, if any, factors, or latent variables, are in the data set? (2) If there are latent variables, what might they tell us about students’ perspectives on accomplishing critical online tasks? The study’s main findings are that five factors — navigation, tactical, funding, personalization and planning - are present in the data and statistically significant. The findings also suggest that a sixth factor, funding, is not significant. This study contributes to the literature by supporting the notion that there is harmony between the technology that universities utilize to support students and the value that students derive from such tools.

scholarly journals Advising At The Millennium: Advisor Roles and Responsibilities

2001 ◽  
Vol 21 (1-2) ◽  
pp. 15-31 ◽  
Author(s):  
Michael L. Lynch ◽  
Karen Stucky
Keyword(s):  
Academic Advising ◽  
Professional Staff ◽  
Academic Advisors ◽  
Institutional Type ◽  
Roles And Responsibilities ◽  
Faculty Advisors ◽  
Similarities And Differences ◽  
Advisor Roles

This is the first in a series of articles in which we will present the results of the NACADA Academic Advising Survey 2000. In this article, we focus upon the reported roles and responsibilities of academic advisors and examine them according to institutional type, mission, and size. Similarities and differences in the roles and responsibilities of professional-staff academic advisors and faculty advisors are also examined.

Expanding Research in Academic Advising: Methodological Strategies to Engage Advisors in Research

2010 ◽  
Vol 30 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Sharon A. Aiken-Wisniewski ◽  
Joshua S. Smith ◽  
Wendy G. Troxel
Keyword(s):  
Higher Education ◽  
Program Evaluation ◽  
Grounded Theory ◽  
Graduate Students ◽  
Academic Advising ◽  
Higher Education Administrators ◽  
Research Strategies ◽  
Action Inquiry ◽  
Inquiry Process ◽  
Education Administrators

Research in academic advising has traditionally been conducted and disseminated by faculty researchers, graduate students, and higher education administrators (including advising directors). While significant in developing a body of literature to guide academic advising, the sources of the contribution also suggest that the frontline advisor does not actively participate in the inquiry process. The advising practitioner is an underutilized source of understanding that would offer breadth and depth to advising research. We offer a rationale for expanding the scholarship of advising and provide three research strategies (action inquiry, grounded theory, and program evaluation) that are each suited for addressing the various numbers and types of inquiry in higher education.

scholarly journals Enhancing Academic Advising In Credit Hours System Using Dss

2021 ◽  
Vol 6 (2) ◽  
pp. 97-110
Author(s):  
Alaa Salah ElDin Ghoneim ◽  
◽  
Salah ElDin Ismail Salah ElDin ◽  
Mohamed Sameh Hassanein ◽  
◽  
...  
Keyword(s):  
Decision Support ◽  
Academic Advising ◽  
Support System ◽  
Vital Role ◽  
Graduation Requirements ◽  
Data Preparation ◽  
Academic Advisor ◽  
Credit Hours ◽  
Data Layer ◽  
Preparation Layer

Academic advising plays a vital role in achieving higher educational institution’s purposes. Academic advising is a process where an academic advisor decides to select a certain number of courses for a student to register in each semester to fulfil the graduation requirements. This paper presents an Academic Advising Decision Support System (AADSS) to enhance advisors make better decisions regarding their students’ cases. AADSS framework divided into four layers, data preparation layer, data layer, processing layer and decision layer. The testing results from those participating academic advisors and students considered are that AADSS beneficial in enhancing their decision for selecting courses.

scholarly journals The university as a terrain for hidden language conflicts? German, English and the silence beyond them

2020 ◽  
Vol 34 (1) ◽  
pp. 131-154
Author(s):  
Monika Dannerer
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Administrative Staff ◽  
Higher Education Administrators ◽  
Language Management ◽  
Institutional Level ◽  
Internationalisation At Home ◽  
Education Administrators ◽  
The University ◽  
Linguistic Backgrounds

AbstractIn this paper, language policy (LP) at the University of Salzburg (Austria), a mid-size seemingly monolingual university, serves as an example to analyse (potential) language conflicts at the institutional level considering the roles played by German, English and ‘immigrant’ languages at the university. Language management, beliefs, and (reported) language use by different stakeholders in higher education (administrators, academic and administrative staff and students) are contrasted, also taking into consideration different linguistic backgrounds (German as L1, German as L2 and German as a foreign language). This offers an overall perspective on institutional LP that is still group sensitive, one that reveals two different hidden language conflicts: the non-addressed conflict between the two most important and visible languages at the university by far, German and English, as well as the neglected and negated conflict between German and the hidden “immigrant” languages. A consistent ‘internationalisation at home’ strategy would address these hidden conflicts and show backwash effects on ideas of language use in education as well as in society in general.

Chinese and American Collaborations through Educational Exchange during the Era of Exclusion, 1872–1955

2012 ◽  
Vol 83 (2) ◽  
pp. 314-332 ◽  
Author(s):  
Madeline Y. Hsu
Keyword(s):  
United States ◽  
International Education ◽  
Foreign Students ◽  
The United States ◽  
Educational Systems ◽  
Higher Education Administrators ◽  
Overlapping Communities ◽  
American Missionaries ◽  
Education Administrators

Overlapping communities of American missionaries and higher education administrators and faculty laid the foundations for international education in the United States during the first half-century of that movement’s existence. Their interests and activities in China, in conjunction with Chinese efforts to develop modern educational systems in the early twentieth century, meant that Chinese students featured prominently among foreign students in the United States. Through the education and career of Meng Zhi, an American-educated convert to Christianity, staunch patriot, and long-term director of the China Institute in America, this article examines the transition of international education programs from U.S.-dominated efforts to extend influence overseas to initiatives intended to advance Chinese nationalist projects for modernization.

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

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