Faculty Perceptions of Dyadic Advising Relationships, Power, and Cultural Consciousness on College Student Learning Outcomes

Author

Hind AlbanaFollow

Date of Award

Spring 5-25-2021

Degree Type

Dissertation

Degree Name

PhD Higher Education Leadership, Management, Policy

Department

Education Leadership, Management and Policy

Advisor

Peggy Brady-Amoon, Ph.D.

Committee Member

Katie Smith, Ph.D.

Committee Member

Amy Kline, Ed.D.

Keywords

academic advising, higher education, assessment, evaluation, faculty, power, cultural consciousness, relationship, student learning outcomes, undergraduate students

Abstract

Abstract

Academic advising in institutions of higher education lack consistent assessment and evaluation of practices impairing the ability to define the role, objectives, and methods utilized. Over-reliance on student satisfaction surveys for evaluating advising reinforces this phenomenon. To break the cycle, this study used survey responses from a nationwide sample (N = 156) of faculty advisors from public and private 4-year colleges and universities to examine the relationship between and among the constructs of a working relationship, shared power, cultural consciousness, and student learning outcomes. The questionnaire instrument score produced a Cronbach's alpha of .927, illustrating substantially strong internal consistency. As a set, the predictors power, cultural consciousness, and working alliance accounted for significant variation in student learning outcomes with R² = .301, p < .001. Developing a comprehensive advising model incorporating culture and power constructs, and utilizing student learning outcomes as a success measure, has the potential to foster more effective methods for providing research-informed advising with undergraduate students. This would promote consistency among advisors in language and expectations of advising practices to alleviate confusion for students, faculty, and administrators. These findings provide preliminary support for an omnibus assessment instrument to promote a universal evaluation of academic advising across campuses and academic departments.

Keywords: academic advising, higher education, assessment, evaluation, faculty, power, cultural consciousness, relationship, student learning outcomes, undergraduate students, colleges, universities

Recommended Citation

Albana, Hind, "Faculty Perceptions of Dyadic Advising Relationships, Power, and Cultural Consciousness on College Student Learning Outcomes" (2021). Seton Hall University Dissertations and Theses (ETDs). 2864.
https://scholarship.shu.edu/dissertations/2864