The Perceptions Community College Advising Coordinators Have of Their Institutional Advising Models: An Exploratory Study

This exploratory qualitative study examined how community college advising coordinators describe their roles within the context of institutional advising models. Conducted to address the lack of empirical research concerning advising coordinators, we determined to uncover what institutional and administrative challenges advising coordinators may face within those advising models. Thirteen advising coordinators, employed at separate public institutions within the Northeast United States, participated in this study. Findings demonstrated that split advising models might pose additional logistic or administrative challenges for coordinators, considering their status as middle managers with limited oversight of institutional advising services. Additionally, due to their limited roles as middle managers, advising coordinators may be unable to ensure the consistency of institutional advising practices for students.

Academic Advising and the Community College Baccalaureate: Implications for Research, Policy, and Practice

An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.

Boosting Retention Through a Foundation of Academic Advising

While there is no direct causal link between academic advising and increased student persistence, the role of the academic advisor can be key to an institution's success. This chapter examines one university's approach to redesigning the academic advising model from the ground up and committing to a philosophy of continuous improvement in academic advising, retention and student success. A decade in the making, the tools and approaches created through this process now play an important part in the institution's success and can be a road-map for other institutions to follow as they aspire to revise and improve their academic advising models and to improve student success.

The Most Trusted Advisor and the Subtle Advice Process in Family Firms

The literature on advising family firms has primarily focused on providing practical advice through offering explicit intervention phases and advising models to family firm advisors. Yet the underlying implicit processes behind advising are not well understood. This study examines nine most trusted advisors in six family firms to develop a grounded theory model of how advisors capture attention, how they become attuned to family firm members to influence attention, and how they aid family members to collaboratively interrelate and mindfully govern the firm in order to facilitate an environment of collective attention.

Mission Impossible? Advising and Institutional Culture

The structure of undergraduate advising at private institutions that offer degrees beyond the baccalaureate level is considered. Shared advising models are found to be suitable for highly selective, extensive doctoral institutions with sizeable full-time undergraduate populations and relatively basic programmatic structures. Similar but more pro-grammatically complex institutions with larger full-time undergraduate populations might benefit more from the decentralized satellite model. Smaller, less selective, more residential, liberal arts institutions may find the decentralized faculty-only model most appropriate.

Advising Models: Goal Achievement and Program Effectiveness

This is the second in a series of NACADA Journal articles that report on the results of the ACT Fifth National Academic Advising Survey. Collected data are analyzed to determine the performance of Habley's seven advising models on eight advising program goals and their perceived effectiveness on 11 program variables. The data also create the context for a deeper consideration of the relationship between an advising model and an institutional culture.