Ethicality Of Advisor Motives In Academic Advising: Faculty, Staff, And Student Perspectives
TL;DR: In this paper, the authors used an experimental design to examine perspectives of ethical behavior among faculty, staff, and students, and found that 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.
Abstract: 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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TL;DR: In this paper , a project to formalise and expand Academic Advising has been implemented at the UCD Civil Engineering School, which aims at training faculty members in academic advising roles and providing them with the necessary resources.
Abstract: A project to formalise and expand Academic Advising has been implemented at the UCD Civil Engineering School. The goals of this project were twofold: on the one hand, it aimed at training faculty members in Academic Advising roles and providing them with the necessary resources. On the other hand, the project sought to expand student interaction, in particular by engaging students informally in order to build a rapport between them and the academic advisors that we expect will bring long term benefits. The resulting model combines elements of both the prescriptive, e.g., formal training, informative talks on key topics, and developmental approaches, e.g., coffee mornings for students and faculty members. The evaluation of the project was carried out through questionnaires and focus groups. It highlighted very positive feedback from the students, who find these new lines of communication with the academic staff to be useful and productive.
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TL;DR: In this paper , a grounded theory study produced a model of how primary-role academic advisors working in large state university systems engage in ethical practice, which includes four cyclical phases: pre-encounter, encounter, discernment, and response.
Abstract: Academic advising is fraught with ethical dilemmas. Advisors' actions are beholden to various and conflicting constituents. Existing literature on ethics in academic advising provides guidance for advisors via normative ethical principles, suggested processes, and statements about how advising ought to be practiced. However, knowledge of advisors' experiences of ethical dilemmas remains limited. This grounded theory study produced a model of how primary-role academic advisors working in large state university systems engage in ethical practice. It includes four cyclical phases: pre-encounter, encounter, discernment, and response. Each phase highlights discrete but interconnected themes grounded in data gleaned from semi-structured interviews with 12 advisors. The grounded theory has implications for advisors, advising administrators, and future research in bolstering ethical practice.
TL;DR: Araştırmanın amacı Türkiye Yükseköğretim Yeterlilikler Çerçevesi bağlamında lisansüstü eğitim sürecinde öğrenci-danışman ilişkilerini, katılımcı görüşleri üzerinden ortaya koyarak danışmanslık Sürecinin etkili yönetimi için çözüm önerileri geliştirmektir.
Abstract: Bu araştırmanın amacı Türkiye Yükseköğretim Yeterlilikler Çerçevesi bağlamında lisansüstü eğitim sürecinde öğrenci-danışman ilişkilerini, katılımcı görüşleri üzerinden ortaya koyarak danışmanlık sürecinin etkili yönetimi için çözüm önerileri geliştirmektir. Araştırma nitel araştırma temelinde bir fenomenoloji çalışması olarak yürütülmüştür. Çalışma grubu maksimum çeşitlilik ve ölçüt örnekleme teknikleri ile oluşturulan 14 lisansüstü öğrenci ve 5 danışmandan oluşmaktadır. Veriler yarı yapılandırılmış görüşme formları ile toplanmış, çözümlenmesinde betimsel analiz ve içerik analizi tekniği kullanılmıştır. Katılımcıların eğitim yönetimi alanını seçme nedenleri öğrencilerde en çok mezuniyet alanlarına yakın görme iken; danışmanlarda alan sorunlarına çözüm sunarak katkı sağlamadır. Ayrıca alanın geniş kapsamlı ve disiplinler arası oluşu öğrenci ve danışmanlar için ortak bir neden olmuştur. Yeterliliklerin kazandırılmasında katılımcılar alana ilişkin okumalar yapma, bilimsel bir ürünü aşamalarıyla birlikte üretme konusunda hemfikir olup birbirlerinin rolünü daha önemli görmektedirler. Öğrenciler danışmanlardan yeterli, düzeyli ve zamanında ama baskıcı olmayan dönütler beklerken, danışmanlar öğrencilere tavsiyelerini dinlemelerini, derin okumalar yapmalarını ve çaba göstermelerini önermektedirler. Katılımcılar olumlu tutum ve davranışta bulunma, motive etme, sıcak ilişkiler kurma konularında aynı fikirdedirler.
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19 Sep 2000
4,329 citations
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01 Jan 1977
TL;DR: A classic work on leadership for business men and women, government leaders and all persons in positions of authority is as discussed by the authors, where the authors present a set of guidelines for men, women, and government leaders.
Abstract: A classic work on leadership for business men and women, government leaders and all persons in positions of authority.
3,476 citations
TL;DR: The attitude concept is the primary building stone in the edifice of social psychology [p. 45] and the extensive attitude literature in the past 20 years supports this contention as discussed by the authors.
Abstract: Gordon Allport (1954) has described the attitude concept as "the primary building stone in the edifice of social psychology [p. 45]," and the extensive attitude literature in the past 20 years supports this contention. Stimulated primarily by the cognitive consistency theories, thousands of pages have been written recently on attitude formation and change. One possible reason for the popularity of the attitude concept is that social psychologists have assumed that attitudes have something to do with social behavior. Cohen (1964), in the concluding chapter of his book. Attitude Change and Social Influence, states:
2,229 citations
TL;DR: The findings indicated that attitudes correlated with a future behavior more strongly when they were easy to recall and stable over time and when participants had direct experience with the attitude object and reported their attitudes frequently.
Abstract: A meta-analysis (k of conditions = 128; N = 4,598) examined the influence of factors present at the time an attitude is formed on the degree to which this attitude guides future behavior. The findings indicated that attitudes correlated with a future behavior more strongly when they were easy to recall (accessible) and stable over time. Because of increased accessibility, attitudes more strongly predicted future behavior when participants had direct experience with the attitude object and reported their attitudes frequently. Because of the resulting attitude stability, the attitude-behavior association was strongest when attitudes were confident, when participants formed their attitude on the basis of behavior-relevant information, and when they received or were induced to think about one- rather than two-sided information about the attitude object.
1,183 citations
01 Jan 2016
Abstract: 1. Resolving Ethical Issues 1.01 Misuse of Psychologists’ Work 1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority 1.03 Conflicts Between Ethics and Organizational Demands 1.04 Informal Resolution of Ethical Violations 1.05 Reporting Ethical Violations 1.06 Cooperating With Ethics Committees 1.07 Improper Complaints 1.08 Unfair Discrimination Against Complainants and Respondents
882 citations