NACADA Journal Volume 42: Issue 2

We are pleased to share important contributions to the scholarship of advising in this issue. The first two pieces focused on academic advising as a profession. The issue opens with an article that explored ethical practice in academic advising, while the second investigated motives for career persistence among females in the primary advisor role. The next three pieces, although vastly different, shared in revealing just how impactful advisor communication can be. We are excited to close this issue with an article that so clearly illustrated the continued lines of research and application of perspectives from personality and social psychology on

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.

In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.

In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.

From the Coeditors

Tensions: A Grounded Theory of Ethical Practice

Understanding the Career Management of Female Primary-Role Advisors

Attitudes about Cybersecurity Articulation Agreements and Transfer Students: A Statewide Survey of Faculty Members and Advisors

Messaging Matters: The Impact of Advising Micromessages on Student Affect and Behavior across Diverse University Campuses

Online Graduate Career Changers: Motivations and Use of Academic and Career Advising Services and Resources

Noncognitive Factors for Probationary Students Engaged in Academic Recovery Courses: A Preliminary Study

From the Co-Editors

Understanding Athletics Academic Advisors’ Experience with Job Burnout

Rural College Students’ Academic, Financial, and Health-Related Obstacles During the COVID-19 Pandemic: Implications for Academic Advisors

Career Advising in a VUCA Environment

From the Co-Editors

THE URSINUS COLLEGE FRESHMAN ADVISING PROGRAM

CAMPUS LEAVING BEHAVIOR

APPROACHING A DEFINITIVE POSITION ON ACADEMIC ADVISING

THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?

WHAT YOU'D REALLY LIKE TO SAY . . .