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Navigating Challenges Within Academic Advising : = A Tempered Radicals Approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Navigating Challenges Within Academic Advising :/
Reminder of title:	A Tempered Radicals Approach.
Author:	Collins, Elizabeth.
Description:	1 online resource (275 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426202click for full text (PQDT)
ISBN:	9798379515966

Navigating Challenges Within Academic Advising : = A Tempered Radicals Approach.
Collins, Elizabeth.

Navigating Challenges Within Academic Advising :A Tempered Radicals Approach. - 1 online resource (275 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2023.

Includes bibliographical references

Academic Advising values and approaches can often conflict with the culture, norms, and practices within an institution. The purpose of this study is to explore the values that academic advisors bring to their work, how those values might conflict with the practices of their universities, and how advisors navigate conflicting values and advocate for change. Interviews with twenty academic advisors at one large, public, research university revealed that advisors experience tensions in their everyday work. These tensions arise when advisors strive to work with students holistically and equitably, yet institutional practices focus on revenue generation, efficiency and bureaucracy, and narrowly defined definitions of merit and student success. Despite tensions, interviews revealed that many advisors resist conforming to institutional culture in many ways through acts of tempered radicalism (Meyerson, 2001). Although often small and incremental, these actions allow advisors to hold onto their values and work within the system, rather than confronting the system in outright or aggressive ways. Findings also discuss the factors that support and hinder advisor agency, such as supportive supervisors and time spent within the advising role. Finally, this study provides many implications for advising practice, advising administration, and institutions. Advisors and institutions must recognize advising professionals as change agents who can harness both individual and collective actions for change and problematize systemically inequitable issues within education. To foster tempered radicalism within the advising profession, institutions must also redress advisor burnout and attrition. A final implication is that advisors must acknowledge the impact that siloed and disconnected advocacy efforts can have for different students within a university.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379515966Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Academic advisingIndex Terms--Genre/Form:

542853
Electronic books.

Navigating Challenges Within Academic Advising : = A Tempered Radicals Approach.
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502 $a Thesis (Ph.D.)--The University of Arizona, 2023.
504 $a Includes bibliographical references
520 $a Academic Advising values and approaches can often conflict with the culture, norms, and practices within an institution. The purpose of this study is to explore the values that academic advisors bring to their work, how those values might conflict with the practices of their universities, and how advisors navigate conflicting values and advocate for change. Interviews with twenty academic advisors at one large, public, research university revealed that advisors experience tensions in their everyday work. These tensions arise when advisors strive to work with students holistically and equitably, yet institutional practices focus on revenue generation, efficiency and bureaucracy, and narrowly defined definitions of merit and student success. Despite tensions, interviews revealed that many advisors resist conforming to institutional culture in many ways through acts of tempered radicalism (Meyerson, 2001). Although often small and incremental, these actions allow advisors to hold onto their values and work within the system, rather than confronting the system in outright or aggressive ways. Findings also discuss the factors that support and hinder advisor agency, such as supportive supervisors and time spent within the advising role. Finally, this study provides many implications for advising practice, advising administration, and institutions. Advisors and institutions must recognize advising professionals as change agents who can harness both individual and collective actions for change and problematize systemically inequitable issues within education. To foster tempered radicalism within the advising profession, institutions must also redress advisor burnout and attrition. A final implication is that advisors must acknowledge the impact that siloed and disconnected advocacy efforts can have for different students within a university.
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538 $a Mode of access: World Wide Web
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