Influence of Educational Leaders on Graduate Students' Perspectives and the Academic Advisement Process at a University
Influence of Educational Leaders
University leaders can support academic advising as an interactive process in which the adviser helps students set and achieve academic goals, acquire relevant information and services, and make responsible decisions consistent with their interests, goals, abilities, and degree requirements. Doctoral programs generally attract such students who are highly motivated to attain advanced degrees and who are willing to participate fully in the advisement process (Leonard, Becker & Coate, 2005). The quality of education that graduate students receive is greatly enhanced if students receive appropriate academic advising at all stages of students’ experiences in the doctoral degree program. When students receive effective advisement the retention rate is higher and students are program completers. Students need effective advising at all times being recruited, starting first when registering, at the later stages in the program, and when students are graduating and looking for a job or a career (Austin & McDaniels, 2006). This study focused on the essence of "great advisement" in meeting the individual needs of students. Second, this study further captured the views of faculty advisors and student advisees regarding their perspectives on academic advisement in the doctoral degree program at a comprehensive university.
Copyright (c) 2020 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.