Thesis advisor: Ana M. Martinez Alemán / Completion of a college degree has been highlighted as a prerequisite for opportunity (Obama White House Archives, February 24, 2009); necessary for a strong economy (Koropeckyj, et al., 2017). Yet, the rate of completion in the United States remains lower than desired, directing focus toward efforts to promote student success and degree attainment. Within this out-comes oriented climate, academic advising is often viewed solely in terms of its utilitarian value, a means for ushering students toward the final goal of college completion. Without a clear conceptualization of the role of academic advising within higher education, it will continue to be susceptible to political, institutional, and economic forces, making it difficult for either the practice or the scholarly field of study to progress. More importantly, the absence of clear theoretical foundation leaves the profession vulnerable, diminishing the potential to effectively support students. The dissertation will contribute to the theoretical literature on academic advising. Drawing on the work of Martin Heidegger (1927/1962) a contextually inclusive theory of academic advising is introduced, laying conceptual foundation in which interpretation is central, meaning and truth are iterative, and understanding is structured by the conditions of human existence. I maintain that effective academic advising involves recognition of how things have meaning, from where, within what context, and as impacted by the (dis)connections students have with others, over time. Such an attunement offers foundation for equitable practice, inclusive of all students, validating their experiences (Rendón, 1994; Rendón & Muñoz, 2011), identifying obstacles that might impede their performance (NACADA, 2022), allowing them to feel a sense of belonging (Strayhorn, 2018), and providing a space for students to experience meaningful accomplishment. Overall, the dissertation argues that academic advising ought to be educationally driven, learning-focused, concerned with student completion, and informed by an understanding of the human being, the individual student, as a contextualized interpreter. This theory points us to reconsider advising caseloads, training, and institutional information sharing, in an effort to support the interpretive processes necessary for effective academic advising. Moreover, it offers a space to think deeply about the nature of academic advising, what it ought to entail, and how to effectively support students. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

abstract: This study examined the processes of academic advisement in a school-centric university environment utilizing the O'Banion Model of Academic Advising (1972) as a baseline for theoretical comparison. The primary research question sought to explore if the O'Banion Model of Academic Advising, a dominant theory of advisement processes, was still representative of and present in contemporary advisement. A qualitative case study methodology was utilized to explore the lived experiences of professional staff academic advisors in the academic advisement process. Eleven professional staff advisors were interviewed for up to 90 minutes each about their lived experience in providing academic advisement services. A structured series of questions were asked about the academic advisors' experiences with the process and their daily advisement activities. The participants were asked how the vision, mission, philosophies, and structures of the institution impacted their role and responsibilities in the advisement process. Mixed results were found over the presence of the O'Banion Model in contemporary advisement. The results revealed significant additional workloads, unique structures, and complex roles as a result of the institution's school-centric philosophy. Role ambiguity and confusion over responsibility for the advisement process were found. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2014