https://files.eric.ed.gov/fulltext/EJ1106283.pdf

Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations.

Postdoctoral training in health service psychology: Current perspectives in an evolving profession.

Academic advisors encounter ethical dilemmas and tensions in their work with students and with their institutions. The scholarly literature in the field provides various normative insights to guide practice. Moreover, advisors must grapple with ethical practice as advising emerges as a profession. In the existing literature, scholars ask whether or not an ethical code is necessary and desirable in order to fully emerge as a profession. In order to frame such a code, a deeper understanding of the ethical tensions in advising and how advisors understand and respond to those tensions is necessary. Additionally, a dearth of studies report on descriptive ethics. Although the existing literature on ethics in advising answers the question of what ought to happen when advisors face ethical tensions, it does not provide clear insights into how these advisors make decisions when faced with ethical dilemmas This qualitative grounded theory study examines how primary role academic advisors working in large state university systems engage in ethical practice. In my analysis, I propose a four-phase cyclical model of pre-encounter, encounter, discernment, and response. Each phase highlights discrete but interconnected themes grounded in the data from semi-structured interviews with twelve primary role advisors. Finally, I provide recommendations for practitioners and scholars to implement this understanding of how primary role advisors understand and engage in ethical practice.

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Ethics in Academic Advising: A Grounded Theory of Ethical Practice

/pdf/the-value-assimilation-effect-between-university-professors-irim4vbpp4.pdf

The Value Assimilation Effect Between University Professors and Their Students in the Classroom

To understand the mental health status, life stress and their correlation among postgraduates from agricultural universities in China, and to provide reference of carrying out targeted mental health education and consultation. The psychological health status and life stress of 1,159 postgraduates from 3 agricultural universities in China were investigated by using the SCL-90 and the self-compiled postgraduates life stress questionnaire. The three factors of obsessive-compulsive, interpersonal sensitivity, and paranoia in the Symptom Checklist 90 of postgraduates had the highest proportion of positive symptoms(26.2 %, 20.0 %, 12.1 %);Compared with the domestic adult norm in China, the score of the three factors of somatization, terror, and psychosis is significantly higher than that of domestic adults（t=7.69,14.35，6.51; P<0.05), while the average score of the total scale and other factors is significantly lower than that of domestic adults(t=-4.65,-22.63,-9.63,-15.67,-8.61,-12.54,-7.65; P<0.05); Poverty postgraduates scored significantly higher on the depression factor than non-poverty postgraduates(t=3.4; P<0.05), while female postgraduates scored significantly higher on the compulsive factor than male postgraduates (t=3.5; P<0.05). Academic, economic, employment, interpersonal, and emotional stress were all positively correlated with the scores and factors of symptom self-assessment（r=0.221～0.438，P<0.05). In regression analysis, academic stress and economic stress entered the regression equation, and they can predict the mental health status of the student by 32.6 %. The overall mental health status of postgraduates from agricultural universities in China is relatively good, and their life pressure has an important effect on their mental health.

Mental Health Status and Its Correlation with Life Stress of Postgraduates from Agricultural Universities in China

Eliminating postdoctoral training as a requirement for licensure: Perceptions and anticipated impacts.

Although the advising literature has emphasized the importance of good academic advising, there has been little emphasis on ethical issues. NACADA: The Global Community for Academic Advising provides Core Values to guide ethical behavior. This study used an experimental design to examine perspectives of ethical behavior among faculty, staff, and students. All groups could differentiate between ethical and unethical extremes, but students had difficulty differentiating between ethical and neutral behavior. All groups hesitated to rate advisors as highly ethical or unethical. Even when behavior was seen as less ethical, students and faculty/staff perceived limited opportunity for students to do something about that behavior, such as change advisors. Suggestions are offered to increase the likelihood of more ethical behavior within advisement.

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Ethicality Of Advisor Motives In Academic Advising: Faculty, Staff, And Student Perspectives

Academic advising has many goals and typically is assumed to operate in the best interests of students. However, the personal goals of advisers along with departmental and institutional priorities may compromise this focus, often without the awareness or certainly the intention of advisers. Scenarios demonstrating such ethical dilemmas are provided. Incorporating NACADA’s The Statement of Core Values of Academic Advising (2005) along with other ethics codes can help to clarify advisers’ roles. Several processes are provided to address these ethical dilemmas.

Austin T. Boon

Papers

Eliminating postdoctoral training as a requirement for licensure: Perceptions and anticipated impacts.

Ethicality Of Advisor Motives In Academic Advising: Faculty, Staff, And Student Perspectives

Resolving Ethical Dilemmas in Academic Advising through Core Values and Aspirational Principles