Attitudes, Value, And Preparation Of University Faculty And Administrators For Advising

Abstract

The role of faculty at colleges and universities is ever changing. Demands placed upon a faculty member's time and efforts seem to be increasing while the struggle for a balanced program of scholarship becomes more difficult. Student advising is an important component of this program and a function of faculty time that has a direct impact on institutional fiscal stability, student retention, and overall student satisfaction. The objectives of this study were to identify the value of advising, as perceived by faculty and administrators; attitudes and perceptions of faculty toward advising; and perceived competence and preparation level of faculty to advise students. A total of 222 respondents from 31 universities participated in the study. Faculty and administrators agreed that there is value in advising students, as well as student organizations. Most faculty perceived advising as a teaching activity and indicated that it should be a component in promotion and tenure review. They reported that advising both undergraduate and graduate students was a good use of their time, although the level of agreement was higher for advising graduate students. Most respondents also reported that they were competent and prepared to advise students on academic matters. However, most respondents had received little or no professional development in advising. Respondents also expressed the need for assistance in advising student organizations and in advising in personal matters.