A Case Study Inquiry on Faculty Advisors and the Appreciative Advising Model

Autor/in	Finch, Brian S.
Titel	A Case Study Inquiry on Faculty Advisors and the Appreciative Advising Model
Quelle	(2013), (143 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-5723-0
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Inquiry; Academic Advising; Faculty Advisers; Counseling Techniques; Positive Reinforcement; Teacher Student Relationship; College Faculty; Professional Development; Qualitative Research; Interviews; Observation; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Akademischer Rat; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung
Abstract	Appreciative advising is an innovative academic advising method based on the organizational development theory of appreciative inquiry. This approach emphasizes student strengths through a collaborative relationship between advisor and student using open-ended questions and focusing on positive potential. This study addressed the local problem of faculty advisors' dissatisfaction with the level of interaction with their students. The purpose of this qualitative project study was to examine the perceptions of college faculty who academically advise students using the appreciative advising method. The question that guided this study investigated how the application of the appreciative advising method affected the faculty advisors' academic advising practices and their relationships with their students. Data were gathered by individually interviewing and observing a purposeful sample of 9 faculty advisors who implement the appreciative advising method. Participant responses were recorded and thematically coded in order to identify emerging themes. The results of the research suggested that the practice of appreciative advising helped faculty advisors form more meaningful relationships with their students. As an outcome of this study, a professional development program was developed emphasizing the importance of the advisor-student relationship and the positive impacts this relationship may have. This study and project may contribute to positive social change through improved advising practices and more effective advisor training to promote more student-focused learning environments. The research results may also assist campus leaders with their decisions on how to best deliver student support services and foster effective academic advising practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01