Artykuły w czasopismach na temat „Learning advisors”
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Uhlik, Kim S., i Pamela E. Jones. "Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications". NACADA Journal 28, nr 2 (1.09.2008): 44–57. http://dx.doi.org/10.12930/0271-9517-28.2.44.
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The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors' own learning styles has received little attention. In addition to establishing a critical baseline, analyzing the learning style profiles of 30 academic advisors reveals that, although composite advisor learning style scores show substantial congruence with an a priori model, the disparity between any two individual advisor's contrasting styles was as much as 90%, leaving only a 10% learning style compatibility on which to base the advising process. Relative Emphasis: research, practice, theory
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Ganapathi Subramanian, Sriram, Matthew E. Taylor, Kate Larson i Mark Crowley. "Multi-Agent Advisor Q-Learning". Journal of Artificial Intelligence Research 74 (5.05.2022): 1–74. http://dx.doi.org/10.1613/jair.1.13445.
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In the last decade, there have been significant advances in multi-agent reinforcement learning (MARL) but there are still numerous challenges, such as high sample complexity and slow convergence to stable policies, that need to be overcome before wide-spread deployment is possible. However, many real-world environments already, in practice, deploy sub-optimal or heuristic approaches for generating policies. An interesting question that arises is how to best use such approaches as advisors to help improve reinforcement learning in multi-agent domains. In this paper, we provide a principled framework for incorporating action recommendations from online suboptimal advisors in multi-agent settings. We describe the problem of ADvising Multiple Intelligent Reinforcement Agents (ADMIRAL) in nonrestrictive general-sum stochastic game environments and present two novel Q-learning based algorithms: ADMIRAL - Decision Making (ADMIRAL-DM) and ADMIRAL - Advisor Evaluation (ADMIRAL-AE), which allow us to improve learning by appropriately incorporating advice from an advisor (ADMIRAL-DM), and evaluate the effectiveness of an advisor (ADMIRAL-AE). We analyze the algorithms theoretically and provide fixed point guarantees regarding their learning in general-sum stochastic games. Furthermore, extensive experiments illustrate that these algorithms: can be used in a variety of environments, have performances that compare favourably to other related baselines, can scale to large state-action spaces, and are robust to poor advice from advisors.
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Gerdes, John H., i Tena B. Crews. "Developing Course Profiles to Match Course Characteristics with Student Learning Styles". NACADA Journal 30, nr 1 (1.03.2010): 23–33. http://dx.doi.org/10.12930/0271-9517-30.1.23.
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Advisors with a working knowledge about course workload and the levels of learning in specific classes provide the best possible advising. Unfortunately, they often have only limited information regarding important course characteristics. With a better understanding of these factors, advisors can assist students in making appropriate course selections during the advising process and promote a positive advisor-student relationship. We explain a new means of profiling courses that integrates information about the workload and levels of learning for each course. We also explain the benefits of these new course profiles for advisors, faculty members, students, and administrators.
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Ristianti, Dina Hajja, Beni Azwar, Irwan Fathurrochman i Nurjannah Nurjannah. "Collaboration of Academic Advisor with Counseling Laboratories and its effect on the Students’ Learning Readiness". AL-ISHLAH: Jurnal Pendidikan 14, nr 1 (26.04.2022): 833–40. http://dx.doi.org/10.35445/alishlah.v14i1.1193.
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The academic advisor and college counselling laboratories have an essential role in giving services to students. One of the assumptions is that these services can impact student learning readiness. This study aims to see how the relationship between Academic Advisors and the counselling labour impairs students' preparedness for learning. This research is quantitative research with a sample size of 297 people from seventeen studies programs for the 2019/2020 school year, where the sample is taken at random (random sampling). Instrument to measure the synergy and readiness to learn using a closed questionnaire Likert scale model. The data validation and data reliability are carried out through statistical analysis apps in the 21st version. The results showed that the correlation coefficient obtained between the variables of Academic Advisory and counselling laboratories and the variable of student learning readiness was 0.851, which was included in the fairly high or strong category. So it can be concluded that there is a synergy between Academic Advisors and counselling laboratories in providing services to students and also impacts student learning readiness.
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Semko, Roman. "Machine learning for robo-advisors: testing for neurons specialization". Investment Management and Financial Innovations 16, nr 4 (9.12.2019): 205–14. http://dx.doi.org/10.21511/imfi.16(4).2019.18.
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The rise of robo-advisor wealth management services, which constitute a key element of fintech revolution, unveils the question whether they can dominate human-based advice, namely how to address the client’s behavioral biases in an automated way. One approach to it would be the application of machine learning tools during client profiling. However, trained neural network is often considered as a black box, which may raise concerns from the customers and regulators in terms of model validity, transparency, and related risks. In order to address these issues and shed more light on how neurons work, especially to figure out how they perform computation at intermediate layers, this paper visualizes and estimates the neurons’ sensitivity to different input parameters. Before it, the comprehensive review of the most popular optimization algorithms is presented and based on them respective data set is generated to train convolutional neural network. It was found that selected hidden units to some extent are not only specializing in the reaction to such features as, for example, risk, return or risk-aversion level but also they are learning more complex concepts like Sharpe ratio. These findings should help to understand robo-advisor mechanics deeper, which finally will provide more room to improve and significantly innovate the automated wealth management process and make it more transparent.
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Grossi, Vittoria, i Laura Gurney. "‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories". Discourse Studies 22, nr 1 (6.11.2019): 32–47. http://dx.doi.org/10.1177/1461445619887540.
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Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning (ALL) advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role.
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Chibsa, Banje Asefa, Tesfaye Sura Ayana i Ahmed Mahmud Hussein. "AN ASSESSMENT OF THE PRACTICES AND CHALLENGES OF ACADEMIC ADVISING AT MADDA WALABU UNIVERSITY". International Journal of Research -GRANTHAALAYAH 7, nr 10 (14.06.2020): 205–20. http://dx.doi.org/10.29121/granthaalayah.v7.i10.2019.388.
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Academic advising is of paramount importance to students in higher learning institutions on setting their personal life, academic and career goals, that academic advisors shall fulfil. Based the Senate Legislation of Madda Walabu University, instructors are often assigned to shoulder the responsibility of academic advising, but it is rarely seen when they provide the service. This enquiry tries to assess the Practices and Challenges of Academic Advising services provided at Madda Walabu University. To this end, the study used both qualitative and quantitative approach of Descriptive survey type in nature. Interview and Questionnaire were the data collection instruments used to gather the primary data from the participants of this study. Accordingly, 107(25%) systematically selected 3rd year University students of 2016 academic year filled the 21 closed- ended item questionnaire, and eleven(11) randomly selected instructors (Directors, Teachers, and Department heads ) from Eleven departments of the four randomly selected colleges were interviewed to get the necessary data for this study. The result obtained from the students’ questionnaire and the interview result of the study show that academic advising is such a marginalized academic practice that received little or no attention at Madda Walabu University. It was revealed that advisees neither make regular contact with their advisors nor are the advisors themselves willing to devote their time and academic potentials for the betterment of their learners’ advice. Most of the lecturers do not have the essentials skills in academic advising nor do they know how to help students exploit the available resources to achieve academic results. A wide–gap between advisors and advisees, poor motivation on part of the advisees seeking advising services, advisees’ lack of self–confidence and inability to approach positively to their advisers, the unwillingness of advisers to offer advice services, lack of sufficient know-how and insufficient incentives given for advisors were the commonest challenges identified. Recommendations have also been forwarded to the concerned bodies for the betterment of the service provided in the University.
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Burt, Tracie D., Adena D. Young-Jones, Carly A. Yadon i Michael T. Carr. "The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs". NACADA Journal 33, nr 2 (1.12.2013): 44–54. http://dx.doi.org/10.12930/nacada-13-006.
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Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic advisors create a dynamic duo that significantly contributes to satisfaction of basic psychological needs underlying motivation and achievement.
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Ryan, Carol. "EDUCATING FOR CITIZENSHIP THROUGH EXPERIENTIAL LEARNING". NACADA Journal 8, nr 2 (1.09.1988): 77–80. http://dx.doi.org/10.12930/0271-9517-8.2.77.
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The author states that most advisors do not have enough information about experiential learning opportunities in their communities to encourage their universities to become involved in offering these opportunities to their students. In this article, the author identifies some successful experiential learning programs, discusses possible Learning outcomes of such programs, and explains the advisor's role in such an activity.
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Charatsari, Chrysanthi, Evagelos D. Lioutas, Afroditi Papadaki-Klavdianou, Alex Koutsouris i Anastasios Michailidis. "Experiential, Social, Connectivist, or Transformative Learning? Farm Advisors and the Construction of Agroecological Knowledge". Sustainability 14, nr 4 (20.02.2022): 2426. http://dx.doi.org/10.3390/su14042426.
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How do agronomists offering advisory support to farmers who practice agroecology construct agroecology-related knowledge, and how does experiential, social, and connectivist learning lead to knowledge creation and facilitate their personal and professional transformation? In this study, following a mixed research design, which combined thematic analysis and simultaneous regressions, and drawing on data from a sample of Greek farm advisors, we sought to answer these questions. Our analysis revealed that the engagement with the praxis of agroecology lays the basis for the development of advisors’ agroecological knowledge. This knowledge is then negotiated and socially reconstructed within the social fabric of agroecological communities. Connectivist knowledge, derived from multiple sources, is also validated within these communities. In its turn, agroecology-related knowledge leads advisors to alter their worldviews, thus transforming their professional and personal selves. These findings confirm that agroecological knowledge has both an experiential and a social dimension. Our results also disclose that advisors facilitate the osmosis of knowledge toward agroecological communities. From a theoretical point of view, our study highlights that by merging different learning theories, we can better depict how agroecological knowledge emerges and evolves.
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Kirby, Lauren, i Patricia Amason. "Academic Success: Perceptions of Student-Athletes, Learning Specialists, and Academic Advisors". Journal of Higher Education Athletics & Innovation, nr 7 (4.05.2021): 33–60. http://dx.doi.org/10.15763/issn.2376-5267.2020.1.7.33-60.
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The current study explores how academic success is defined and perceived by student-athletes and athletic academic support staff professionals, specifically learning specialists and academic advisors. Using qualitative methods, one-on-one interviews were conducted with participants from six “Power 5” programs to establish overarching themes. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic.
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Armyanti, Ita. "THE ROLE OF ACADEMIC ADVISORS IN IMPROVING MEDICAL STUDENTS’ MOTIVATION: A CASE-STUDY". Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, nr 1 (31.03.2020): 60. http://dx.doi.org/10.22146/jpki.45064.
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Introduction: Providing assistance and student support, especially in medical education, play pivotal role in medical students education. The role of academic advisor, would run properly, if it has the ability as a counselor. This article aims to describe the role of academic advisors in improving the learning motivaton in medical students, using case presentation approach.Discussion: The role of academic advisors as a counselor, would occur if it has ability as counselor, ability to empathize, effective communication skill, and tailored to students characteristics. Increasing students’ motivation, could be done through the utilization of the third environment. The family bonding plays an important role to imporve students’ learning motivation.Conclusion: Providing assistance and student support should be given according to students’ problems and characteristics. The role of an academic advisors, as a counselor, would improve students’ motivation to learn.
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Leahey, Erin. "Transmitting Tricks of the Trade: Advisors and the Development of Research Knowledge". Teaching Sociology 34, nr 2 (kwiecień 2006): 93–110. http://dx.doi.org/10.1177/0092055x0603400201.
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How is sociological research practice learned? Because much of the tacit knowledge required to succeed in professions such as academia cannot be obtained formally, informal channels of learning—such as interaction with advisors—may be crucial. In this paper I test the extent to which graduate school advisors influence the development of their advisees' research habits, practices, and beliefs. I find that advisors' attitudes and intra-professional standing affect how their advisees view various research practices—both those that are less codified (such as how to deal with anomalous data) and those that are quite standardized (such as statistical significance testing). For the least standardized and most qualitative research practices, such as interpreting qualitative text, I find that students' experiences are more relevant that advisors' attitudes. I discuss these findings by referencing literature in the sociology of science and knowledge and relate my findings to broader knowledge about teaching sociology at the graduate level.
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Asrina, Nurdin Arsyad i Fajar Arwadi. "Effectiveness of Cooperative Learning with Advisor Group Strategy in 7th Grade Mathematics Classroom". ARRUS Journal of Mathematics and Applied Science 1, nr 1 (6.09.2021): 8–16. http://dx.doi.org/10.35877/mathscience554.
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This study aims to determine the Effectiveness of the Cooperative Learning Model with Group Advisory Strategy in Mathematics Learning of the Grade VII SMP. This research is pre-experiment with techniques sampling is cluster random sampling. Data collection was carried out using observation sheets of implementation of learning, test results of learning (pretest and posttest), observation sheets of student activities, and student questionnaire responses. The data analysis technique used is descriptive and inferential statistical analysis. The results of descriptive statistical analysis showed: (1) The average score of learning outcomes after learning reaches 80.04 with standard deviation of 8.79, (2) the posttest results show that classical completeness is achieved 91% (3) The average percentage of student activity is 89% (4) the average percentage of students who gave positive response 89%. The results of inferential statistical analysis showed : (1) The average value of students taught using cooperative learning models with the Advisor Group Strategy is greater than completeness, which is 70, and (2) The proportion of classical completeness of learning outcomes after the application of the cooperative learning model with Group Advisors Strategy achieve classical completeness. From the results of this research it can be concluded that cooperative learning models with the Group Advisory Strategy are effectively used in students of grade VII.
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Lybaert, Charlotte, Lies Debruyne, Eva Kyndt i Fleur Marchand. "Competencies for Agricultural Advisors in Innovation Support". Sustainability 14, nr 1 (24.12.2021): 182. http://dx.doi.org/10.3390/su14010182.
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The expectation that agricultural advisors will facilitate Interactive Innovation is accompanied by novel expectations for their competency profile. In addition to their traditional technical basis, advisors are now expected to organise multi-actor processes, facilitate learning, mediate conflict, etc. Innovation support services are inherently diverse. To date, no precise list of competencies required by agricultural advisors to support Interactive Innovation has been defined. To form the basis for a competency profile, we examine the competencies currently being expected from an agricultural advisor. This suggested profile, developed in the context of the H2020 i2connect project, is based on a literature review, semi-structured interviews with co-creation experts, and an online validation workshop. We explore five themes: (a) basic disposition and attitude, (b) content competence, (c) methodological competence, (d) organisational competence, and (e) reflection, learning, and personal development. In practice, the profile can be used as either a tool for setting up co-creation processes or as the foundation for the development of new training materials. We conclude with a recommendation to create teams of advisors rather than relying on individuals, as a team is more likely to comprise the diversity of required competencies.
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Blaschke, Justus, i Johannes Kriebel. "Robo Advisory Customer Groups: Who Requires Advice?The authors wish to thank Anselm Hüwe, Andreas Pfingsten (the editor), and an anonymous reviewer for their comments, suggestions, and valuable feedback." Die Unternehmung 75, nr 3 (2021): 397–410. http://dx.doi.org/10.5771/0042-059x-2021-3-397.
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Prior literature has often investigated how robo advisors can broaden their customer base. This study is based on the observation that some customers value the risk elicitation of robo advisors (guidance customers), whereas others value other aspects such as the simplicity and convenience of these services. Based on empirical robo advisory data, we build machine learning models to identify guidance customers. The models make predictions based on the financial knowledge of customers to a large extent. The age of a customer, the amount invested, income, and available assets are further important determinants.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 25, nr 2 (1.09.2005): 65–73. http://dx.doi.org/10.12930/0271-9517-25.2.65.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 29, nr 1 (1.03.2009): 123–31. http://dx.doi.org/10.12930/0271-9517-29.1.123.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 40, nr 2 (1.10.2020): 5–14. http://dx.doi.org/10.12930/nacada-20-90.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Fragneto, Regina Y., Amy Noel DiLorenzo, Randall M. Schell i Edwin A. Bowe. "Evaluating Practice-Based Learning and Improvement: Efforts to Improve Acceptance of Portfolios". Journal of Graduate Medical Education 2, nr 4 (1.12.2010): 638–43. http://dx.doi.org/10.4300/jgme-d-10-00010.1.
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Abstract Introduction The Accreditation Council for Graduate Medical Education (ACGME) recommends resident portfolios as 1 method for assessing competence in practice-based learning and improvement. In July 2005, when anesthesiology residents in our department were required to start a portfolio, the residents and their faculty advisors did not readily accept this new requirement. Intensive education efforts addressing the goals and importance of portfolios were undertaken. We hypothesized that these educational efforts improved acceptance of the portfolio and retrospectively audited the portfolio evaluation forms completed by faculty advisors. Methods Intensive education about the goals and importance of portfolios began in January 2006, including presentations at departmental conferences and one-on-one education sessions. Faculty advisors were instructed to evaluate each resident's portfolio and complete a review form. We retrospectively collected data to determine the percentage of review forms completed by faculty. The portfolio reviews also assessed the percentage of 10 required portfolio components residents had completed. Results Portfolio review forms were completed by faculty advisors for 13% (5/38) of residents during the first advisor-advisee meeting in December 2005. Initiation of intensive education efforts significantly improved compliance, with review forms completed for 68% (26/38) of residents in May 2006 (P < .0001) and 95% (36/38) in December 2006 (P < .0001). Residents also significantly improved the completeness of portfolios between May and December of 2006. Discussion Portfolios are considered a best methods technique by the ACGME for evaluation of practice-based learning and improvment. We have found that intensive education about the goals and importance of portfolios can enhance acceptance of this evaluation tool, resulting in improved compliance in completion and evaluation of portfolios.
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Davis, Walter D., Clay Dibrell, Justin B. Craig i Judy Green. "The Effects of Goal Orientation and Client Feedback on the Adaptive Behaviors of Family Enterprise Advisors". Family Business Review 26, nr 3 (12.04.2013): 215–34. http://dx.doi.org/10.1177/0894486513484351.
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Family enterprise advisors work on complex and unique problems for their family enterprise clients. Little attention has been given to these professionals and their abilities to provide innovative solutions. In this study, our aim is to understand more about family enterprise advisors ( N = 231). To achieve this objective, we hypothesize that the effects of advisor goal orientation (i.e., learning orientation, proving orientation, and avoidance orientation) on adaptive behaviors (i.e., personal bricolage and individual innovative behavior) are mediated by the quality of feedback received from clients. The results indicate that quality of feedback partially mediates the relationships between goal orientation and these behaviors. We conclude by providing a practitioner model explaining how advisors may adapt to different family enterprise client role environments.
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Demetriou, Cynthia. "The Attribution Theory of Learning and Advising Students on Academic Probation". NACADA Journal 31, nr 2 (1.09.2011): 16–21. http://dx.doi.org/10.12930/0271-9517-31.2.16.
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Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student self-perceptions and academic motivation. This theory may be especially useful to advisors working with students on academic probation, and potential applications of the theory to advising students on academic probation are discussed. Suggestions for future research on student attributions and students' attempts to return to good standing are provided.
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Manalo, Emmanuel, i Julie Trafford. "Learning Diversity and the Multifaceted Roles of Tertiary Learning Advisors". International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 5, nr 3 (2006): 80–93. http://dx.doi.org/10.18848/1447-9532/cgp/v05i03/39005.
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Yuliana, Yuliana, Ova Emilia i Gandes Retno Rahayu. "Persepsi Mahasiswa dan Dosen terhadap Early Clinical Experience pada Program SI Keperawatan STIK Immanuel Bandung". Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 1, nr 2 (31.07.2012): 18. http://dx.doi.org/10.22146/jpki.25082.
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Background: Early Clinical Experiences (ECEs) is a learning strategy that helps students integrate their knowledge through clinical learning in classes easily from their initial semester of study. Advantages have been earned by both students and lecturers; nevertheless, obstacles in the implementation have frequently emerged. Ideally, lecturers and students should know their own perception on ECEs for the sake of creating good communication and expected learning results in order to improve preclinical education. The purpose of this study is to find out different perceptions between students and lecturers on ECEs in nursing undergraduate program.Method: This was a descriptive study using quantitative and qualitative approaches (mix method). Subjects comprised students in the year of 2007 and 2008 as many as 71 nursing students and 21 lecturers, consisting of 11 academic advisors and 10 clinical advisors. Qualitative method was done with Focus Group Discussion for students groups and in-depth interview to academic advisors and clinical advisors. Quantitative analysis used descriptive analysis and comparative analysis used One Way Anova analysis. Qualitative analysis used content analysis that included identification, coding, categorization, and synthesis. In the end, the result of quantitative analysis was integrated with the result of qualitative analysis.Results: Mean score of students’ perception on ECEs was 3.11 (SD 0.24) which was lower than that of academic advisors (3.27 (SD 0.28)) and of clinical advisors (3.30 (SD 0.25)), (F score of 3.18 and p<0.05) while the result of multiple comparison test of students and clinical advisors showed p=0.047. Perception difference of students and clinical advisors on ECEs components in the supervision process showed p=0.00.Conclusion: There was a significant difference among three respondent groups on ECEs perceptions. The significant difference between students and clinical advisors was in the component of supervision process while there was no significant difference between students and academic advisors as well as between academic advisors and clinical advisors. Students posed the lowest ECEs perception score compared to both academic and clinical advisors. Problems came up in the components of structure and content, supervision process, learning experience, and student evaluation.
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Kelley, Bruce. "Significant Learning, Significant Advising". NACADA Journal 28, nr 1 (1.03.2008): 19–28. http://dx.doi.org/10.12930/0271-9517-28.1.19.
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The acknowledgment that advisees are learners and advisors are teachers may be the most powerful philosophical change in advising in 30 years. This article builds generally on the growing momentum to view academic advising as an extension of student learning, and specifically as an expansion of “Advising as Learning” in which Hemwall and Trachte (2005) argued that “learning as an organizing paradigm has profound implications” (p. 75). I develop this idea by applying Fink's (2003) learning paradigm to advising. The synergy in this paradigm can be harnessed to create advising that causes change in the advisee. Fink's method for developing opportunities for significant learning requires forethought and careful design when applied to the academic advising process. Relative Emphasis: theory, practice, research
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Dofs, Kerstin. "Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco". Special Issue: Papers from the AILA 2021 Symposium 13, nr 2 (30.06.2022): 307–8. http://dx.doi.org/10.37237/130209.
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This excellent, strategy-loaded little guidebook on learning Spanish is highly applicable for learning any language. It is equally suitable for students, teachers, and language advisors, as students will learn strategies, and teachers and advisors get pointers on how to support students’ autonomous learning.
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Woods, Suzanne K., Leigh Burgess, Catherine Kaminetzky, Diana McNeill, Sandro Pinheiro i Mitchell T. Heflin. "Defining the Roles of Advisors and Mentors in Postgraduate Medical Education: Faculty Perceptions, Roles, Responsibilities, and Resource Needs". Journal of Graduate Medical Education 2, nr 2 (1.06.2010): 195–200. http://dx.doi.org/10.4300/jgme-d-09-00089.1.
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Abstract Background Residency program directors rely on an informal network of faculty mentors to provide guidance for residents. Faced with increasingly sophisticated competency-based evaluation systems and scrutiny of patient safety and resident well-being in today's environment, residency programs need more structured mechanisms for mentoring. Objective To clarify the role of resident advisors and mentors so that residents receive the right combination of direction and oversight to ensure their successful transition to the next phase of their careers. Methods The Duke Internal Medicine Residency Program undertook a formal assessment of the roles, responsibilities, and resource needs of its key faculty through a focus group made up of key faculty. A follow-up focus group of residents and chief residents was held to validate the results of the faculty group assessment. Results The distinction between advising and mentoring was our important discovery and is supported by literature that identifies that mentors and advisors differ in multiple ways. A mentor is often selected to match resources and expertise with a resident's needs or professional interests. An advisor is assigned with a role to counsel and guide the resident through the residency processes, procedures, and key learning milestones. Conclusion The difference between the role of advisor and that of mentor is of critical importance and allowed for the evolution of faculty participants' role as resident advisors, including the formulation of expectations for advisors, and the creation of an advisor toolkit. Our modifiable toolkit can enhance the advising process for residents in many disciplines. We saw an improvement in resident satisfaction from 2006 to 2009.
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Siripongdee, Kobchai, Somkiat Tuntiwongwanich i Paitoon Pimdee. "Blended Learning Model with IoT-based by Smartphone". International Journal of Interactive Mobile Technologies (iJIM) 15, nr 11 (4.06.2021): 166. http://dx.doi.org/10.3991/ijim.v15i11.22441.
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<p class="0abstractCxSpFirst">In 2021, the COVID-19 pandemic is still not over. Thailand is the one that is facing the second wave of new coronavirus. Schools and universities were closed, and faculties need to mostly teach with Online pedagogy, including the graduate students' courses. This study proposes to focus on the Ubiquitous area of the Blended Learning model with IoT-based to solve a problem of graduate students and their advisors by the qualitative focus-group technique. The mobile application draft was synthesized and designed to track and monitor graduate students' research activities on smartphones by built-in sensors. They should stay active along while researching the advisor’s assignments on their smartphone. Non-active periods are implied when several behaviors are detected. Virtualize dashboards are processed to report the total active learning period of students for the advisor's evaluation.</p><p class="0abstractCxSpLast">Moreover, students can continually monitor their self-efficacy to improve the online learning process. Besides, this study proposes to confirm the model’s quality by twelve experts with the questionnaire. The results show average scores of Propriety, Utility, Feasibility, and Accuracy standard are 4.32, 4.41, 4.37, and 4.21, respectively. Therefore, the Blended Learning model's overall qualities with IoT-based smartphones are extremely high and proper to implement.</p>
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Partanen, Kati, Ardita Jahja-Hoxha, Jussi Juhola i Paavo Maskulainen. "Exporting Finnish Agricultural Advisory Knowhow - Training of Agricultural Advisors in Kosovo". Suomen Maataloustieteellisen Seuran Tiedote, nr 30 (31.01.2014): 1–5. http://dx.doi.org/10.33354/smst.75425.
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In Kosovo conditions for agricultural production are good, climate in the region is close to ideal. However, local agricultural production is relatively low and income from agriculture for the rural population is extremely low. One of the key challenges in developing the agricultural sector and employment within is the knowledge base. Lack of business skills and modern agricultural methods added with practically no access to advisory services is the key barrier for further development of the sector. The aim of this project was to develop Kosovan agriculture through building the capacity of agricultural advisory by constructing a modern curriculum model and developing the advisors’ ability to help farms to develop their entrepreneurship. The steps of the projects were: 1. Building a modern curriculum of agricultural advisory training according to the local needs. 2. Emphasizing the expertize of the advisor students by team working method. 3. Testing the knowledge: real enterprise’s development process and result analysis. 4. Evaluating the project and methods used. The curriculum was built according to the competences defined in four workshops organized for stakeholders in Kosovo. Five competence areas were recognized: Communication skills, Business competence, Development competence, Production competence and Key skills for lifelong learning. Students participating in the training (27) were required to have at least a Bachelor’s degree in agriculture or related fields. The training itself was organized by team training method. The training consisted of lectures, team and independent studying and working as a team with a real farm enterprise advisory case. The team learning process was guided to increase the students’ knowledge of team building in working life. Five student teams identified the main development needs in a real enterprise case and planned a way to realize them. The entrepreneurs were satisfied with the concrete development realized during the project. Both students and stakeholders evaluated the project to be very successful. The students’ satisfaction was evaluated by a web questionnaire and the stakeholders’ satisfaction through six focus group discussions organized in different parts of the country. 90 % of the students found training beneficial for their future career and all students were satisfied with the training. This new training model requires good cooperation among stakeholders but increases capacities of all counterparts. The Finnish agricultural advisory and training knowledge has demand.
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Cameron, Caitriona. "Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution". ATLAANZ Journal 3, Special Issue (4.10.2018): 25–43. http://dx.doi.org/10.26473/atlaanz.2018.1/002.
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Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction
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Protheroe, Mervyn, Fiona Gail Breen, Cath Fraser, Judith Honeyfield i Victor Fester. "Research projects and collaboration: Lessons for Learning Advisors?" Association of Tertiary Learning Advisors Aotearoa/New Zealand Journal 1, nr 1 (23.12.2015): 54–76. http://dx.doi.org/10.26473/atlaanz.2015.1.1/004.
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Cameron, Caitriona. "Tertiary Learning Advisors in Aotearoa/New Zealand: Appendices". ATLAANZ Journal 3, Special Issue (4.10.2018): 66–80. http://dx.doi.org/10.26473/atlaanz.2018.1/004.
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Morrison, Brian R., i Diego Navarro. "Shifting roles: From language teachers to learning advisors". System 40, nr 3 (listopad 2012): 349–59. http://dx.doi.org/10.1016/j.system.2012.07.004.
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Kuh, George D. "The Student Learning Agenda: Implications for Academic Advisors". NACADA Journal 17, nr 2 (1.09.1997): 7–12. http://dx.doi.org/10.12930/0271-9517-17.2.7.
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[George Kuh was the NACADA Journal keynote speaker at the annual conference in Kansas City, MO on October 5, 1997. Some of his ideas were also expressed in a presentation at the 1997 American Association of Higher Education Assessment Forum in Miami, Florida (Kuh, 1997), in a paper that will appear in About Campus (Kuh, 1998), and in a chapter on expectations for Good Practices for Student Affairs (Kuh, in press).] By discussing the evolution and impact of the Student Learning Imperative (SLI) (American College Personnel Association, 1996), I place academic advising in the context of a larger movement in American higher education. The SLI asserts that professionals who work with students primarily outside the classroom can increase institutional productivity and enhance student learning by collaborating with faculty and others. I then offer suggestions for how advisors can contribute more directly to their institutions' educational missions by promoting higher levels of student engagement with learning opportunities.
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Arms, Janet Heiss, Alberto F. Cabrera i Aaron M. Brower. "Moving Into Students' Spaces: The Impact of Location of Academic Advising on Student Engagement among Undecided Students". NACADA Journal 28, nr 1 (1.03.2008): 8–18. http://dx.doi.org/10.12930/0271-9517-28.1.8.
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University stakeholders recognize the importance of exposing all students to academic advising as a means to enhance their engagement with the institution. Living-learning communities are of particular promise. In this study, conducted at a midwestern land grant university in the 2004–05 academic year, advisees in living-learning communities reported significantly higher engagement in their educational experiences than advisees with access only to a central advising office, and the differences in levels of engagement with advisors were significant as other predictors of engagement were taken into account. Relative Emphasis: practice, research, theory
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Moosa, Raazia. "Advisors’ Perceptions of the Value of Advising Students During the COVID-19 Pandemic: A Case Study at a South African University". Journal for Students Affairs in Africa 9, nr 2 (28.12.2021): 65–83. http://dx.doi.org/10.24085/jsaa.v9i2.3699.
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Traditional advising responsibilities are shifting to include a holistic, learning-based and developmental approach that favours advising of the entire university experience. A dearth of systematic empirical evidence exists on advisors’ perceptions of the value of advising students during the COVID-19 pandemic in the South African context. The purpose of this study is to elucidate advisors’ perceptions of the complexity and challenges inherent in their responsibilities during the pandemic. This case study draws on a qualitative research design; it is based on semi-structured in-depth interviews undertaken with nine advisors in 2020. The central research questions posed in this study are: how do advisors describe their perceptions of their responsibilities within the COVID-19 pandemic, and how might these contribute to future practices? The findings indicate that advising during the pandemic has transcended the typical transactional dissemination of information to include addressing contextual environmental and resource challenges, social justice imperatives, emergency remote learning, asynchronous advising challenges and data-informed advising. These responsibilities have encompassed a holistic approach to advising and to getting to know students as ‘whole people’. Adjustments and transitions to emergency remote learning have highlighted social inequalities in access to data, to internet and electricity connectivity, which have served as impediments to students’ learning, and to educational experiences. Some home environments were not conducive to studying but necessitated doing household chores and herding cattle. The findings also indicate that an institution’s advising delivery model should enhance advisors’ abilities to perform their responsibilities. A network of cascaded responsibilities that incorporates greater involvement of lecturers in advising could contribute to a shared responsibility between lecturers and central, faculty and peer advisors. Insights gained may lead to a more nuanced understanding of advisors’ responsibilities as they relate to student learning and to the overall educational experience to promote retention and student success in a post-pandemic era.
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Wagner, H. H., C. Boyd i R. Napper. "How to share the process of graduate advising". FACETS 1, nr 1 (1.03.2017): 263–79. http://dx.doi.org/10.1139/facets-2015-0013.
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This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student’s learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.
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Cameron, Caitriona. "Tertiary Learning Advisors in Aotearoa/New Zealand: Part One: Building a Profile of Our Profession". ATLAANZ Journal 3, Special Issue (4.10.2018): 1–24. http://dx.doi.org/10.26473/atlaanz.2018.1/001.
Pełny tekst źródłaStreszczenie:
Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction
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Nurochim, Nurochim. "Dinamika keberfungsian dosen penasehat akademik bagi mahasiswa". JPPI (Jurnal Penelitian Pendidikan Indonesia) 7, nr 1 (20.03.2021): 1–7. http://dx.doi.org/10.29210/02021732.
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This study seeks to identify the dynamics of the role of academic advisors in universities. Review literature in the form of articles published in reputable national and international journals. The results of the study show that academic advisors have an important role for students and universities. For students, academic advisors as mentors, discussion partners, related to self-development that is useful for the future. For universities, academic advisors are a means of providing structured and academic counseling services to consumers, in this case students university. Academic advisors act as a mediator between the empirical situation and the learning process at the university. Academic advisors in an effort to maximize educational services.
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Page-Reeves, Janet, Lidia Regino, Maria Tellez, Blanca Pedigo i Esperanza Perez. "Engaging Latino Patients in Diabetes Research: What We Are Learning". Practicing Anthropology 40, nr 3 (1.06.2018): 35–39. http://dx.doi.org/10.17730/0888-4552.40.3.35.
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Abstract Through a collaborative partnership between Latino diabetes patients, community stakeholders, and researchers, we developed insights into patient-engaged research. Here, we share what we have learned about a patient-engaged research process in relation to the experience of our Patient Advisors and to the research itself. To develop this manuscript, we engaged in ex post facto critical analysis of our collaborative experience. We include our own musings with input and insights from our Patient Advisors. We learned how our Patient Advisors experience and participate in research, and we revealed dimensions of the research process. Our patient-engaged research with this population is supported by funding for stipends and food, acknowledging patient perspectives and experience, attention to communication issues, strong listening skills, relationship-building, and spending time creating an integrated group dynamic. Using this approach, patient ideas and concerns can be successfully incorporated into research design.
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Blumenstein, Marion. "The generic-discipline dilemma: learning advising in quantitative literacy". International Journal for Researcher Development 6, nr 1 (11.05.2015): 24–39. http://dx.doi.org/10.1108/ijrd-09-2014-0032.
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Purpose – This paper aims to provide insights into the experiences of and challenges confronting higher degree research students and learning advisors (LAs) regarding data analysis support. The ability to handle data and use numerical evidence systematically is an important transferable skill and essential for the successful completion of a quantitative research thesis. Design/methodology/approach – A combination of qualitative and quantitative data was used, enabling a convergence of findings: the questionnaire and one-on-one advisory sessions feedback gathered information on the student experience, while semi-structured interviews provided data on the LAs’ perspective. Findings – Phenomenographic analysis of interviews revealed many challenges associated with centralised learning support provision. Learning advisors recognised not only different disciplinary needs but also the tensions associated with working centrally and cross-disciplinary. Students identified a need for more practice-orientated training opportunities in data analysis during their postgraduate and doctoral research. Practical implications – Understanding gained from students’ and LAs’ experiences are essential for changes of university-wide teaching and learning strategies. The collection of “bottom-up” data on the student experience combined with data on learning thresholds provided by faculty and student learning support units would allow a coordinated, institution-wide approach to identified learning needs. Originality/value – Developing a community of practice concerned with quantitative literacy means that staff with expert knowledge, regardless of discipline affiliation, can provide an environment in which students are able to develop their analytical skills further and can participate in ongoing discussions on real-life research and data analysis issues.
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Lokanan, Mark, i Susan Liu. "Predicting Fraud Victimization Using Classical Machine Learning". Entropy 23, nr 3 (3.03.2021): 300. http://dx.doi.org/10.3390/e23030300.
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Protecting financial consumers from investment fraud has been a recurring problem in Canada. The purpose of this paper is to predict the demographic characteristics of investors who are likely to be victims of investment fraud. Data for this paper came from the Investment Industry Regulatory Organization of Canada’s (IIROC) database between January of 2009 and December of 2019. In total, 4575 investors were coded as victims of investment fraud. The study employed a machine-learning algorithm to predict the probability of fraud victimization. The machine learning model deployed in this paper predicted the typical demographic profile of fraud victims as investors who classify as female, have poor financial knowledge, know the advisor from the past, and are retired. Investors who are characterized as having limited financial literacy but a long-time relationship with their advisor have reduced probabilities of being victimized. However, male investors with low or moderate-level investment knowledge were more likely to be preyed upon by their investment advisors. While not statistically significant, older adults, in general, are at greater risk of being victimized. The findings from this paper can be used by Canadian self-regulatory organizations and securities commissions to inform their investors’ protection mandates.
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Alfermann, Dorothee, Christopher Holl i Swantje Reimann. "“Should I stay or should I go?” Indicators of Dropping Out Thoughts of Doctoral Students in Computer Science." International Journal of Higher Education 10, nr 3 (18.02.2021): 246. http://dx.doi.org/10.5430/ijhe.v10n3p246.
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Evidence in the literature indicates that doctoral candidates may experience increased levels of stress and worry about successfully completing their doctorate degrees. As a result, a significant number of doctoral candidates drop out. In our study with 424 doctoral students in computer science (113 women, 311 men), we ask about the frequency of dropout thoughts as an indicator of possible premature termination. By means of machine learning algorithms, we extract variables associated with higher or lower likelihood of dropout thoughts. In particular, satisfaction with advisor’s support, experiencing a crisis, professional self-efficacy, choice of advisor, and perceived meaningfulness of additional work tasks proved to be of central importance. Based on these results, we suggest taking steps to improve professional and social support for doctoral students. Recommendations include implementing more intensive supervision in the early stages of the doctorate, improve the match between doctoral candidates’ expectations and the requirements of the respective institute, monitor progress during the doctorate (e.g., with the help of an advisor agreement), and increase the qualifications of advisors to include leadership and communication skills.
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Baek, Seungho, Kwan Yong Lee, Merih Uctum i Seok Hee Oh. "Robo-Advisors: Machine Learning in Trend-Following ETF Investments". Sustainability 12, nr 16 (9.08.2020): 6399. http://dx.doi.org/10.3390/su12166399.
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We examine an application of machine learning to exchange traded fund investments in the U.S. market. To find how the changes in exchange traded fund prices are associated with expected market fundamentals, we propose three parsimonious risk factors extracted from various U.S. economic and market indicators. Based on the information set including these three factors, we build a predictive support vector machine model that can detect long or short investment signals. We find that the high probability of an upward momentum from our forecasting model suggests a long exchange traded fund signal, whereas the low probability of a downward momentum indicates a short exchange traded fund signal. We further design an algorithmic trading system with the support vector machine factor model. We find that the trading system shows practically desirable and robust performances over in-sample and out-of-sample trading periods
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Demb, Ada, i Kelly Funk. "What Do They Master? Perceived Benefits of the Master's Thesis Experience". NACADA Journal 19, nr 2 (1.09.1999): 18–27. http://dx.doi.org/10.12930/0271-9517-19.2.18.
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This qualitative study explores the learning outcomes achieved by students undertaking a master's research thesis. Interviews were conducted with 24 alumni of a higher education/student affairs program who matriculated between 1986 and 1996. Program faculty, student support staff, and graduate assistantship supervisors were also interviewed. Students experienced the thesis process in eight clearly identifiable stages, with learning outcomes associated with each stage. Four areas of growth were attributed to completing a thesis: personal development, skills development, content expertise, and relationship development. Faculty advisors were identified as critical to the success of the thesis. Implications for student-advisor interaction are discussed.
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Waters, Regina. "Faculty Socialization into the Advising Role: An Examination of Information and Information Sources that Shape Role Learning". NACADA Journal 22, nr 1 (1.03.2002): 15–25. http://dx.doi.org/10.12930/0271-9517-22.1.15.
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Faculty advisors at four institutions completed questionnaires designed to categorize the information they received when learning advising responsibilities. They identified role-set members who provided this information and its usefulness by type. They receive more organizational (policies and procedures) information than any other type of advising information, which they rate high in usefulness. While they receive formal appraisal information less often than any other type and rate it lowest in usefulness, faculty members receive informal appraisal messages from students. The findings warrant further investigation of the influence of students as socialization agents in the faculty advisor role-learning process.
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Ryser, Jeannine, i Peg Alden. "Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD". NACADA Journal 25, nr 1 (1.03.2005): 51–63. http://dx.doi.org/10.12930/0271-9517-25.1.51.
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Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.
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De Klerk, Danie. "Academic advising during emergency remote teaching and learning: A South African higher education perspective". Scholarship of Teaching and Learning in the South 6, nr 1 (29.04.2022): 95–111. http://dx.doi.org/10.36615/sotls.v6i1.210.
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Academic advising remains an emerging profession and practice in the South African higher education sector, with an increase in evidence-informed literature about advising for this context in recent years. The disruptions brought by the COVID-19 pandemic appear to have been significant for academic advising. This paper posits that the pandemic has had a catalytic effect on advising, how it is perceived, and how it is practiced at the university where the author works, thus potentially setting the scene for change. By drawing on data generated through interviews with 15 academic advisors, the paper examines the likelihood of change (or morphogenesis). The examination is underpinned by Social Realist principles. Margaret Archer’s notions of structure, culture, and agency, as well as elements of her work on the morphogenetic cycle, guides the study. The focus is on the potential of advising and advisors within and for SA HE contexts. The academic advisors interviewed emerge as a previously under-valued and poorly utilised link among students, lecturers, and the broader institution. The paper concludes by elucidating how the work of academic advisors during the pandemic could bring about greater integration of advising with other dimensions of the academic project, while foregrounding the high-impact potential of advising for SA HE contexts.
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Bulhoon, Amna. "Advertising International Students in the United States: Strategies to Face Intercultural Communication in NUC’s Tourism Undergraduate Program". 2018 International Conference on Multidisciplinary Research 2022 (30.12.2022): 307–23. http://dx.doi.org/10.26803/myres.2022.25.
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This research paper aims to reflect on the strategies used by ten academic advisors to deal with intercultural conflicts. These strategies include being respectful, demonstrating patience and empathy toward international students, creating rapport to foster mutual understanding, and fostering a positive attitude toward other cultures. This paper also analyzes conflicts emerging from cultural differences and language barriers between international students and advisors by considering a qualitative social research approach, which includes interviews and thematic analysis as data collection and interpretation methods. In addition, this paper provides essential information about how international students' poor understanding of the educational system can lead to potential conflicts with advisors. Advisors apply strategies to overcome challenges derived from miscommunications in multicultural educational contexts, like providing emotional support and offering information about the university. Moreover, advisors participating in this study explain how important it is to get training to deal with challenges in advising international studies. Therefore, the primary contribution of this paper to educational and social science research is to propose interculturality and intercultural communication as concepts and pedagogical tools to promote a mutual understanding between advisors and educational students that enhance learning and teaching initiatives within universities. Furthermore, introducing interculturality in the education advising process allows respect for cultural differences between teachers, professors, and students, resulting in more inclusive learning and teaching initiatives.
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Vespia, Kristin M., Stephanie D. Freis i Rebecca M. Arrowood. "Faculty and Career Advising". Teaching of Psychology 45, nr 1 (5.12.2017): 24–31. http://dx.doi.org/10.1177/0098628317744962.
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Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.