Comparing Undergraduate Satisfaction with Faculty and Professional Advisers: A Multi-Method Approach
DOI:
https://doi.org/10.26209/mj1561283Keywords:
advisers, comparing, faculty, multi-method approach, professional, satisfaction, undergraduateAbstract
Given that "the quality of academic advising is the single most powerful predictor of satisfaction with the campus environment," it is disturbing to note that college students rank advising so unfavorably (Carey, 2008, p.12). Using a mixed-method approach (survey data followed by focus group interviews), this article addresses an important paradox: While student satisfaction with faculty advising is very polarized, tending to rate this kind of interaction very favorably or very poorly, students' experience with professional advisers is less variable, receiving neither very high or very low satisfaction ratings. This article argues that these results stem from a disconnect between students' expectations of advisers compared to what advisers assume is expected from them, and importantly, what they can realistically deliver. We conclude with a discussion about policy implications and suggestions.References
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