Academic Advising: Views of the Givers and Takers

Abstract

This study was designed to examine the satisfaction with academic advising among students enrolled in a university teacher certification program. An attempt was made to determine if the type of advisor, the status of the student (undergraduate or graduate), and the frequency of contacts with the advisor significantly predicted student satisfaction. Also, there was a focus on whether retention rates were related to these variables. Finally, the perceptions of students and advisors regarding the importance of specific advisory responsibilities were classified to determine if an order of importance existed among these tasks and if the groups differed in their perceptions. The participants were 200 undergraduate and graduate students enrolled in a school of education, college of arts and sciences, and a university adult college for returning students. The academic advisors were staff, whose primary responsibility was advising, and faculty. Data were gathered through the completion of a survey for each participant group. The results indicated that academic advising services vary widely across colleges and that the distribution of services varied between student groups. These factors impacted student satisfaction with the advising process. Further, it was found that there are differences in the perception of the importance of advising responsibilities based on student status. To bring about a more effective advising system, it was recommended that advising be recognized as a higher priority activity, advisors be trained, advising responsibilities be defined, materials be improved and made more widely available, and accountability, evaluation, and reward measures be instituted.

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