Academic advising: does it really impact student success?
Abstract
Purpose
This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process.
Design/methodology/approach
Student participants (n=611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses.
Findings
Six interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self‐efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students.
Practical implications
The results suggest improvements in advising practices, particularly interventions focused on specific demographic populations.
Originality/value
The present study contributes to existing literature by expanding advising research beyond student satisfaction to explore how it influences student success. Additionally, results suggest a need for future research that further develops the concept and practice of quality academic advising.
Keywords
Citation
Young‐Jones, A.D., Burt, T.D., Dixon, S. and Hawthorne, M.J. (2013), "Academic advising: does it really impact student success?", Quality Assurance in Education, Vol. 21 No. 1, pp. 7-19. https://doi.org/10.1108/09684881311293034
Publisher
:Emerald Group Publishing Limited
Copyright © 2013, Emerald Group Publishing Limited