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ERIC Number: ED545590
Record Type: Non-Journal
Publication Date: 2012
Pages: 265
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-8069-6
Faculty Attitudes toward, Confidence in, and Barriers to Undergraduate Student Advising at Idaho State University
Erickson, Lance V.
ProQuest LLC, Ed.D. Dissertation, Idaho State University
The purpose of this study was to explore faculty attitudes toward, confidence in, and perceived barriers to providing faculty advising for undergraduate students at Idaho State University. Extensive research has been conducted for many years on faculty advising from the student perspective, but very little research exists on the topic of faculty advising from the faculty advisor's perspective. Habley (2003a) noted that faculty advisors provide anywhere from 75% to 90% of all advising on college and university campuses in the United States today. Colleges and universities expect their faculty members to advise students; yet only one quarter of institutions provides advising training for these faculty members. At doctoral research university-high institutions like ISU, faculty advisors are rarely evaluated on their advising skills, nor are they rewarded or recognized for providing these services for students like they are for producing research and scholarly publications. Boyer's (1990) theory of comprehensive faculty scholarship (Teaching, Discovery, Integration, and Application) served as the theoretical grounding for this study. Research has shown that faculty advising done often and well significantly impacts institutional imperatives including student retention, student satisfaction, and, most importantly, overall student success (Astin, 1993; Boyer, 1990; Chickering & Reisser, 1993; Cuseo, n.d.a; Light, 2001a; Pascarella & Terenzini, 1991, 2005; Tinto, 1993). Faculty members at ISU were sent a survey about faculty advising via e-mail. Data were examined from the 192 faculty survey respondents. Research questions one through three were analyzed descriptively using response frequencies, corresponding percentages, and response means and medians. Research question four employed a Spearman's Rank Correlation Coefficient to determine correlations for advising experience on advising confidence variables. Question five utilized the Mann-Whitney "U" statistic to compare gender ranks and advising confidence variables. The findings of this study revealed the following: (a) faculty attitudes toward advising were generally positive; (b) faculty confidence in advising showed some variables indicating faculty confidence while other variables did not indicate such confidence; (c) there were significant barriers that prevented faculty from providing effective advising for undergraduate students; (d) the Spearman's Rank Correlation Coefficient statistical analysis showed some correlations regarding number of years of advising and confidence level in advising; and (e) the Mann-Whitney "U" statistical analysis reported that male advisors were more confident in providing undergraduate advising than were female faculty advisors. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho