Perceptions of Shared Responsibility in Academic Advising: A Qualitative Case Study of Students and Faculty Advisors at a Midwestern Liberal Arts University

Abstract

Academic advising in institutions of higher learning contributes to student success. At the University of Northwestern, students and faculty advisors experienced academic advising differently. In this qualitative phenomenological case study, interviews were conducted with students majoring in psychology and psychology faculty advisors to understand their perspectives on shared responsibility within academic advising. Seven themes emerged: (a) communication, (b) understanding of processes of academic advising, (c) advisor perceptions of support, (d) student perceptions of support, (e) advisor perceptions of responsibility, (f) student perceptions of responsibility, and (g) student and faculty perceptions of shared responsibility. The experiences of an honors scholar, a teaching assistant, and a single mother were also highlighted. Recommendations are suggested in the areas of enhancing communication about advising, improving understanding of processes of advising, boosting university support for advising, and improving and refining shared responsibility within advising. The findings could help optimize academic advising and build stronger student–faculty relationships across any university campus. Keywords: academic advising, higher education, shared responsibility, students, faculty advisors