Advising Leaders’ Perceptions of Advisor Workplace Learning

Abstract

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors.

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