Year: 2020
Type: article
Abstract: Advising/personal tutoring has moved from the fringes of higher education to the center of student success initiatives. Advising professionals serve as faculty members, mentors, student advocates, and campus leaders. Drawing upon data from an empirical investigation regarding the professionalization of academic advising, we examine the critical aspects related to performing effective academic advising and personal tutoring. Using directed qualitative content analysis, data were examined for evidence of professional values, professional skills, professional behaviors, and training and continuing professional education and development. We consider the findings in comparison to NACADA’s Core Values, the John N. Gardner Institute for Excellence in Undergraduate Education in support of student success by promoting excellence in academic advising (EAA), NACADA’s Core Competencies of Academic Advising, Council for the Advancement of Standards in Higher Education (CAS) Standards, UKAT Professional Framework for Advising and Tutoring, and UK’s National Occupational Standards.
Source: Frontiers in Education
Authors: Craig M. McGill, Mehvash Ali, Dionne Barton
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $950
OpenAlex ID: W3047015837