dc.contributor.author	Baldwin, Brittany
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2020-06-23T14:39:40Z
dc.date.available	2020-06-23T14:39:40Z
dc.date.issued	2020-05
dc.identifier.other	A4DA15F7-5D20-12A7-4732-A7F784160D9E	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4261
dc.description.abstract	This is a basic qualitative interpretive study that explores the perceptions of professional academic advisors on changing role expectations, the impact of those changes on their ability to fulfill their job requirements, job satisfaction and the impact of change on advisors’ persistence in the profession. Nine academic advising professionals were interviewed in order collect their perceptions of how the job of an advisor has changed over the years and how those changes impact advising practices, job responsibilities, and job satisfaction. Participants of this study reported four primary change factors they claim to have experienced in their time as professional advisors. Those changes are: (a) development of the three-tiered system in which advisors are given a specific title of Academic Advisor I, II, or III upon being hired, and allows greater opportunity for career advancement in the field of advising, (b) transition from prescriptive advising practices to developmental, (c) increased use of technology including the shift from hand-written filing systems to computer-based filing systems, as well as the development of Predictive Analytics Software and other software used by professional academic advisors, and lastly (d) the development and implementation of state and federal initiative like CCG/CCA/ Fifteen to Finish in order to increase student retention and graduation rates in higher educational institutions. Keywords: Academic Advising; Changes in Academic Advising; Academic Advising Professionals;	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Models of Advising 2 -- Attrition of Professional Academic Advisors 4 -- Statement of the Problem 5 -- Conceptual Framework 6 -- Purpose 8 -- Research Design 8 -- Research Questions 8 -- Data Collection 9 -- Significance of the Study 9 -- Limitations 10 -- Definition of the Terms 11 -- Organization of the Study 13 -- Chapter II: LITERATURE REVIEW 14 -- History of Academic Advising 14 -- Organizational Structures for Academic Advising 17 -- Supplementary Organizational Structure for Advising 17 -- Split Organizational Structure for Advising 17 -- Dual Organizational Structure for Advising 17 -- Centralized Organizational Structure for Advising 18 -- Academic Advising Approaches 19 -- Prescriptive Advising 19 -- Developmental Advising 20 -- Proactive Advising 20 -- Student Preferences for Advising Styles 23 -- Academic Advisor vs Faculty Advisor 25 -- Differences in Job Responsibilities 26 -- Differences in Type of Advising Style 26 -- Differences in Training 27 -- Differences in Professional Career Ladders 28 -- Academic Advising: Key to Student Retention 29 -- Complete College America 31 -- Predictive Analytics in Academic Advising 33 -- The Profession of Academic Advising 35 -- Career Advancement 37 -- Salary 39 -- Job Satisfaction 39 -- Academic Advising Appreciation and Recognition 42 -- The Value of Student Recognition 42 -- Institutional/Supervisory Recognition 43 -- High Turnover Rates for Academic Advisors 49 -- Summary of Literature 51 -- Chapter III: METHODOLOGY 53 -- Research Design 53 -- Setting 54 -- Participants 54 -- Sampling and Selection Procedures 55 -- Data Collection 55 -- Approval to Conduct the Study 55 -- Consent to Participate 56 -- Document Analysis 56 -- Interviews 56 -- Interview Questions for Advisors 57 -- Interview Questions for Academic Advising Administrators 58 -- Data Analysis 58 -- Document Analysis 59 -- Academic advising mission statement 59 -- Academic advising syllabus 59 -- Advising policies and procedures 59 -- Academic advisor employee handbook 60 -- Validity and Trustworthiness 60 -- Respondent validation 61 -- Triangulation 61 -- Researcher Interviewer 62 -- Summary 64 -- Chapter IV: RESULTS 66 -- Brief Profiles of the Interviewed Academic Advisors 67 -- Jeff 67 -- Jacqueline 68 -- Bette 68 -- Julia 69 -- Mary 69 -- Adele 69 -- Brief Profiles of the Interviewed Academic Advising Administrators 70 -- Tanner 70 -- Suzanne 71 -- Joan 72 -- Themes from Participant Interviews 72 -- Themes from Interviews as Related to Research Question One 73 -- Changes in Roles and Responsibility 73 -- Increased job expectations 77 -- Transition from prescriptive to developmental advising 81 -- Use of Technology in Academic Advising 82 -- Handwritten filing system to computer based filing system 83 -- Predictive analytic software in academic advising 86 -- Impact of Complete College America/ Complete College Georgia/ -- Fifteen to Finish on Advising Responsibilities 91 -- Document Analysis 97 -- Themes From Interviews as related to Research Question Two 98 -- Ideal Environment to Provide High-Quality Advisement 99 -- Privacy 99 -- Collaboration 100 -- Flexibility 102 -- Ideal Tools Needed to Provide High-Quality Advisement 103 -- Ideal Attitudes Needed to Provide High-Quality Advisement 107 -- Themes from Interviews as Related to Research Question Three 108 -- Participants Average Job Satisfaction Ratings 109 -- Contributing Factors to Job Satisfaction and Advisor Retention 110 -- Working with students 111 -- Job satisfaction surveys 113 -- Effective communication 114 -- Academic advisors job recognition 118 -- Career advancement opportunities 122 -- Leadership 125 -- Career intentions of academic advisors 127 -- Summary 128 -- Chapter V: DISCUSSION & RECOMMENDATIONS 129 -- Interpretation of Findings 131 -- Factors of Change 132 -- Development of the Three-Tiered System 132 -- Transition from Prescriptive Advising Practices to Developmental 133 -- Increased Use of Technology in Academic Advising 136 -- Complete College America / Complete College Georgia / Fifteen to -- Finish 139 -- Job Descriptions and Advising Syllabus 142 -- Impact of Change 143 -- The Ability to Work with Students 144 -- Job Satisfaction Surveys for Advising Professionals 146 -- Effective Communication 148 -- Job Recognition for Academic Advising Professionals 150 -- Career Advancement and Promotion Opportunities 152 -- Leadership 154 -- Implications for Research 155 -- Limitations of the Study 159 -- Recommendations for Future Research 160 -- Conclusion 164 -- REFERENCES 168 -- APPENDIX A: NACADA Core Values of Academic Advising 180 -- APPENDIX B: IRB Protocol Exemption Report 186 -- APPENDIX C: Letter to Solicit Participation 188 -- APPENDIX D: Informed Participant Consent Form 190 -- APPENDIX E: Interview Protocol (Academic Advisors) 193 -- APPENDIX F: Interview Protocol (Academic Advising Administrators) 196.	en_US
dc.format.extent	1 electronic document, 213 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Counseling in higher education	en_US
dc.subject	Educational counseling	en_US
dc.subject	Student counselors	en_US
dc.subject	Qualitative research	en_US
dc.title	Changes in Academic Advising and Its Impact on Advising Professionals	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hull, Karla M.
dc.description.committee	Peguesse, Chere L.
dc.description.committee	Walden, Marsha
dc.description.committee	Workman, Jamie L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US