“What I advise you to do is…”

The current study aims to examine the realization of the speech act of advising among Egyptian university teachers. To this end, 50 Egyptian university teachers at a private university completed eight role-plays in which they gave solicited advice to their fellow teachers. The role-plays were recorded and later transcribed. The data were coded for the advising strategies as well as the initiators and internal/external modifiers. The results showed the participants’ preference for the use of direct advising. The results also showed a minimal influence for the advisor’s gender and years of teaching experience on the participants’ advising preferences. A major influence, however, was observed for the variable of social dominance as represented in the advisee’s academic rank. The results are interpreted in terms of the Mixed Game Model and earlier studies on the speech act of advising.

First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check

Researchers on student preferences for academic advising style suggest that students prefer developmental advising but experience prescriptive advising. However, data regarding first-year students are absent from these studies, thus limiting the conclusions. Therefore, I describe first-year students and their expectations and experiences with academic advisement. Students in the study preferred prescriptive advising and described their advising experience as primarily prescriptive. Further examination of first-year students' advising preferences and consideration of effective advising as a developmental process, rather than a static philosophy of either developmental or prescriptive advising, is indicated.

A Comparison of Intrusive and Prescriptive Advising of Psychology Majors at an Urban Comprehensive University

To investigate whether intrusive advising is effective for nontraditional students at an urban comprehensive university, we compared it with prescriptive advising in a 3-year trial of randomly selected psychology undergraduates (N = 126). We hypothesized that advisees in the intrusive track would feel more satisfied, more connected to the department, and be more academically successful than those in the prescriptive track. Secondary questions concerned the relationship of advising preferences and demographic characteristics. Students receiving intrusive advising reported greater satisfaction with advising, felt more connected to the department, but were not more academically successful than those in the prescriptive track.