Bridging the gap: How students and academic advising professionals view academic advising

Abstract

The purpose of the current study was to examine disparities between students and
academic advising professionals with the importance placed on and the satisfaction with
12 research based functions of academic advising in order to promote the formation of
higher quality mentoring relationships between students and advisors. The current study
was a modified replication of research conducted by Smith and Allen (2006) and Allen
and Smith (2008). Past research has shown that high quality relationships between
students and their advisors promote higher retention and graduation rates among students
(Campbell & Nutt, 2008; McArthur, 2005; Pizzolato, 2008; Sayles & Shelton, 2005;
Shields & Gillard, 2002; Tuttle, 2000; Bond, Gray, Baxley, Cason, and Denke, 2008).
Students and advisors were surveyed to rate opinions on the importance placed on a
function of academic advising and satisfaction with that function. Results of the study
identified both groups as viewing all functions as important and being satisfied with those
functions. Overall advisors place greater importance and higher satisfaction ratings on
the functions of academic advising compared to students. Additional findings,
discussion, and recommendations for future study are included.

Date of Award	2012
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Charles G Eberly (Supervisor)