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Reconnecting: A Phenomenological Study of Transition Within a Shared Model of Academic Advising
-
Shane Barker
and
Ketevan Mamiseishvili
Published/Copyright:
November 12, 2014
Abstract
This study explored students’ experiences of transition from centralized, professional advising to decentralized, faculty-based advising within a shared advising model at a public research university. Data were collected via focus groups and interviews from 17 participants and examined using phenomenological analysis. Four fundamental themes were evident among participants: evaluation of advisor trustworthiness based on perceived professional responsibilities, preference for a personalized advising relationship, apprehension about the unknown, and reliance on previously developed advising expectations.
Published Online: 2014-11-12
Published in Print: 2014-11-1
© 2014 by Walter de Gruyter Berlin/Boston
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- Masthead
- Innovations in Research and Scholarship Features
- The Development, Validity, and Reliability of a Psychometric Instrument Measuring Competencies in Student Affairs
- Motivation and Outcomes for University Students in a Restorative Justice Program
- Goals, Family, and Community: What Drives Tribal College Transfer Student Success
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- Student Affairs Case Management: Merging Social Work Theory With Student Affairs Practice
- Innovations in International Feature
- The Acculturation Experiences of Foreign- Born Students of Color in Physics
- Media Features and Reviews
- Media Review: The Student Leadership Challenge: Five Practices of Becoming an Exemplary Leader
- Media Review: Pathways to Higher Education Administration for African American Women
- Media Review: 2012–2013 National Survey of First-Year Seminars: Exploring High-Impact Practices in the First College Year
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