Advising Styles Observable In Practice: Counselor, Scheduler, and Teacher

Abstract

Ten professional academic advisors were observed in advising sessions with 35 traditional-aged undergraduates to determine if advising styles are observable and if conceptual differences between prescriptive and developmental advising approaches are distinguishable. Individual advisors were found to use one of three styles and were not observed to vary their style among students. Findings challenge the assumption that prescriptive and developmental behaviors are used as distinct and contrasting approaches to advising.