Fixing Advising: A Model for Faculty Advising

This paper addresses mandates to fix the advising process with a focus on faculty advising systems. Measures of student success and satisfaction, administrative issues, and faculty concerns are among the many factors discussed. Regression analysis is used to explore long-voiced faculty complaints that students do not follow advice. A case study is used to illustrate changes in one department’s advising process and measures of student satisfaction are reported. A model of advising components is offered to illustrate practices suggested to realize the full potential of the advising process

A Qualitative Examination of Graduate Advising Relationships:The Advisee Perspective

Sixteen 3rd-year counseling psychology doctoral students were interviewed about their relationships with their graduate advisors. Of those students, 10 were satisfied and 6 were unsatisfied with their advising relationships. Satisfied and unsatisfied students differed on several aspects of the advising relationship, including (a) the ability to choose their advisors, (b) the frequency of meetings with their advisors, (c) the benefits and costs associated with their advising relationships, and (d) how conflict was dealt with in the advising relationship. Furthermore, all of the satisfied students reported that their advising relationships became more positive over time, whereas many of the unsatisfied students reported that their advising relationships got worse (e.g., became more distant) over time

Lessons Learned from Development of a Software Tool to Support Academic Advising

We detail some lessons learned while designing and testing a decision-theoretic advising support tool for undergraduates at a large state university. Between 2009 and 2011 we conducted two surveys of over 500 students in multiple majors and colleges. These surveys asked students detailed questions about their preferences concerning course selection, advising, and career paths. We present data from this study which may be helpful for faculty and staff who advise undergraduate students. We find that advising support software tools can augment the student-advisor relationship, particularly in terms of course planning, but cannot and should not replace in-person advising.Comment: 5 Figures, revised version including more figures and cross-referencin

Financing Start-ups: Advising vs. Competing

High-tech start-ups get external finance and guidance mostly from venture capitalists and/or business angels. We identify a simultaneous double moral hazard for the management style of entrepreneurs and the decision to advise the firm for financiers. We embed this relationship into the financial competition where strategic choices are equity shares, liquidation rights and quality of advising. We show that the financier holds all liquidation rights, that more competition weakly decreases the financier's equity share. Surprisingly, the response in advising quality is non-monotone. In a regime of soft competition, the financier owns the start-up and more competition weakens advising quality. In a regime of acute competition, more competition improves advising quality and lowers the financier's equity share in the start-up. Hence, advising and equity, are substitutes at the industry level once competition effects are taken into account.Start-ups, Contract Design, Equity, Oligopoly Competition

A Qualitative Examination of Graduate Advising Relationships: The Advisor Perspective

Nineteen counseling psychology faculty members were interviewed regarding their advising relationships with doctoral students. Advisors informally learned to advise from their experiences with their advisor and their advisees and defined their role as supporting and advocating for advisees as they navigated their doctoral program. Advisors identified personal satisfaction as a benefit and time demands as a cost of advising. Good advising relationships were facilitated by advisees’ positive personal or professional characteristics, mutual respect, open communication, similarity in career path between advisor and advisee, and lack of conflict. Difficult relationships were affected by advisees’ negative personal or professional characteristics, lack of respect, research struggles, communication problems, advisors feeling ineffective working with advisees, disruption or rupture of the relationship, and conflict avoidance. Implications for research and training are discussed

CHARACTERISTICS OF AGRICULTURAL ECONOMICS UNDERGRADUATE ADVISING IN THE WESTERN REGION

The quality of faculty advising has been a source of concern among students and faculty. As an initial attempt at addressing these concerns this paper summarizes the results of a faculty advising study in undergraduate agricultural economics programs. Various advising program characteristics among western schools are discussed and contrasted to schools in other regions. Interregional and interdepartmental variation was found in advisor resource allocation, advising program implementation, rewards and priorities, and evaluations of advising quality. Despite larger enrollments, smaller advising budgets, less support and lower rewards for advising, schools in the West reported advising quality comparable if not superior to that in other regions.Teaching/Communication/Extension/Profession,

Investing In Veterans: The Need for Career and Education Advising

Federal education benefits for veterans represent a substantial investment -- $18 billion since 2009 under the Post-9/11 GI Bill -- in the development of a skilled American workforce. Unfortunately, this investment does not always pay off because many veterans encounter serious obstacles as they attempt to navigate the difficult terrain of the higher education system and the labor market. Access to career and education advising programs would enable more veterans to successfully complete degrees and to pursue satisfying careers.This paper surveys the career and education advising options currently available to veterans via military reintegration programs, web-based resources, non-profit service providers, and colleges and universities. It concludes that additionalm career and education advising resources are needed -- especially those available to veterans prior to enrollment in postsecondary institutions -- to ensure that veterans are able to take full advantage of their federal education benefits. This paper offers specific recommendations for helping veterans make informed choices about how to use their education benefits at each stage of the transition process

Donor Advisors and Philanthropic Strategy

Based on a literature review and interviews, explores how donor advisors shape the philanthropic strategies of the wealthy. Looks at the key activities and elements of effective advising, the need for training, and the potential for collaboration