Date of Conferral
1-3-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Vicki Underwood
Abstract
Academic advising of students by faculty is considered an important component of education at many universities in the United States. However, faculty advisors do not always have input into advisor training and methods of obtaining advising information. Guided by Boyer’s model of scholarship, the purpose of this sequential explanatory mixed-methods research was to study the lack of faculty advisor input into the faculty advising process. Research questions addressed how the university faculty advisors’ responses on the Faculty Survey of Student Engagement (FSSE) Academic Advising module compared to a national sample and how faculty advisors described their perceptions of the advising process, training in academic advising, and methods of obtaining information for advising. Descriptive comparison of 32 faculty advisors’ FSSE responses to a national sample (approximately 1,600) indicated several differences; most notably, more university faculty felt it was very important to be available when needed by students (78.1% vs. 58.2%). Four themes emerged from 12 interviews with faculty advisors: good advising focuses on student relationships; figure it out—training and obtaining information; good advising takes time, and faculty time is limited; and students’ lack interest in their degree program. Throughout the survey and interviews, faculty advisors at the University demonstrated a student-centered approach to advising. They indicated a greater need for training, specifically at the departmental level. Advisors cited colleagues and other administrative offices as key sources of information, although they lacked a coherent method of advising across campus. These findings may be used to improve faculty academic advising through greater efficiency with better information and processes leading to positive social change through improved student learning outcomes.
Recommended Citation
Hansen, Shane C., "Faculty Perceptions of Academic Advising" (2025). Walden Dissertations and Doctoral Studies. 17151.
https://scholarworks.waldenu.edu/dissertations/17151
