Defining and Aligning Expectations: A Hermeneutic Phenomenological Study of the Expectations of Professional Academic Advisors and Undergraduate Students / Hillary Reid Wiesel.

Format:

Book

Thesis/Dissertation

Author/Creator:

Wiesel, Hillary Reid, author.

Contributor:

University of Pennsylvania. Higher Education, degree granting institution.

Language:

English

Subjects (All):

Higher education.

Education.

Higher Education--Penn dissertations.

Penn dissertations--Higher Education.

Local Subjects:

Higher education.

Education.

Higher Education--Penn dissertations.

Penn dissertations--Higher Education.

Physical Description:

1 online resource (205 pages)

Distribution:

Ann Arbor : ProQuest Dissertations & Theses, 2022

Contained In:

Dissertations Abstracts International 84-02A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.

Language Note:

English

Summary:

This dissertation investigated the expectations both professional academic advisors and undergraduate students, respectively, possessed of academic advising and of the advisor role. As students come to their postsecondary endeavors with increased needs, expectations, and consumer-mentalities, it is important to understand their expectations - and meet those expectations - to improve student satisfaction with advising (Propp & Rhodes, 2006). Given the increased use of professional academic advisors across higher education institutions, the literature does not speak to their expectations of academic advising. It is also difficult to ascertain how to best perform academic advising to meet student expectations in various contexts because there is a lack of standardization within the academic advising profession (Johnson et al., 2019). Although mass standardization is not the goal (Menke, Duslak, & McGill, 2020), academic advising should be purposefully structured based on institutional and student characteristics (Ender, Winston & Miller, 1982), the strengths of different advisor types (Allen & Smith, 2008a; Reinarz, 2000), and student needs (NACADA, 2005) and expectations (Anderson et al., 2014). Therefore, this hermeneutic phenomenological study explored students' and professional academic advisors' expectations of academic advising and of the advisor's role. Through document review, semi-structured interviews, reflective journaling, and member reflections, I analyzed the lived experiences of students and advisors in order to understand how their expectations converge and diverge. Two of the main findings of the study were a.) previous experiences, in various ways, informed both advisor and student expectations, and b.) student and advisor expectations were aligned in terms of important skills for advisors to demonstrate and important outcomes of academic advising. The results of the study have future implications to inform advisor training and development, and the way in which advising is formally structured across and within various institutions to meet students' needs and expectations of academic advising.

Notes:

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Advisors: Nakkula, Michael; Committee members: Morgan, Demetri; Manz, Nora.

Department: Higher Education.

Ed.D. University of Pennsylvania 2022.

Local Notes:

School code: 0175

ISBN:

9798845408211

Access Restriction:

Restricted for use by site license.