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A case study on the processes of academic advising in a school-centric environment

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This study examined the processes of academic advisement in a school-centric university environment utilizing the O'Banion Model of Academic Advising (1972) as a baseline for theoretical comparison. The primary research

This study examined the processes of academic advisement in a school-centric university environment utilizing the O'Banion Model of Academic Advising (1972) as a baseline for theoretical comparison. The primary research question sought to explore if the O'Banion Model of Academic Advising, a dominant theory of advisement processes, was still representative of and present in contemporary advisement. A qualitative case study methodology was utilized to explore the lived experiences of professional staff academic advisors in the academic advisement process. Eleven professional staff advisors were interviewed for up to 90 minutes each about their lived experience in providing academic advisement services. A structured series of questions were asked about the academic advisors' experiences with the process and their daily advisement activities. The participants were asked how the vision, mission, philosophies, and structures of the institution impacted their role and responsibilities in the advisement process. Mixed results were found over the presence of the O'Banion Model in contemporary advisement. The results revealed significant additional workloads, unique structures, and complex roles as a result of the institution's school-centric philosophy. Role ambiguity and confusion over responsibility for the advisement process were found.

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  • 2014

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Experiential learning: perspectives from undergraduate peer-advisors pursuing careers in higher education

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The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college

The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on students who plan to pursue higher education careers and experiential programs that prepare them for the field. Thus, this action research study is designed to examine the influence of a peer-advising program on participants who have identified their interest in various careers in the college setting. Employing a mixed-method approach to inquiry, the study connects Kolb’s (2005) Experiential Learning theory, and Chickering’s (1964) Vectors of Student Development to a hands-on learning experience designed to improve participants’ competency and clarity in their potential career choice. This study was conducted with the purpose of illustrating the role of experiential learning opportunities in higher education, particularly with a unique focus on undergraduate students desiring careers in the higher education field.

Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education.

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  • 2017