Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Appreciative advising from the academic advisor's viewpoint: A qualitative study
Abstract
Appreciative Advising represents a revolutionary new approach to the field of academic advising. Based on Appreciative Inquiry, which was developed by David Cooperrider at Case Western Reserve University in the 1980's, Appreciative Advising is also influenced by positive psychology, reality therapy, and strengths based advising. The Appreciative Advising model makes use of positive, open-ended questions and a the development of a reciprocal relationship between student and advisor to help students achieve their academic and career goals. Pioneered by Bloom, Hutson, and He, Appreciative Advising is fully student centered and shows great promise in helping students from a wide variety of backgrounds achieve academic success. Bloom, Hunter, and He expanded on the 4-D model of Appreciative Inquiry to develop the six phases of Appreciative Advising – Disarm, Discover, Dream, Design, Deliver, and Don't Settle. This study explored the perceptions of nine academic advisors using the Appreciative Advising approach in three different institutions of higher education to identify ways and to what extent using Appreciative Advising impacted their advising practice and their job satisfaction. The majority of the academic advisors interviewed believed that Appreciative Advising had positively impacted them in four ways: (a) Appreciative Advising had enabled them to better utilize their strengths, skills, and talents; (b) Appreciative Advising had provided a framework that enabled them to be more effective academic advisors; (c) Appreciative Advising had enabled a stronger advisor/student relationship, resulting in greater job satisfaction; and (d) Appreciative Advising had positively impacted relationships outside of the advisor/student relationship with co-workers, family, friends, and others.
Subject Area
Educational leadership|Educational administration
Recommended Citation
Howell, Nancy Garrett, "Appreciative advising from the academic advisor's viewpoint: A qualitative study" (2010). ETD collection for University of Nebraska-Lincoln. AAI3398312.
https://digitalcommons.unl.edu/dissertations/AAI3398312