The primary purpose of this study was to determine and compare the academic advising needs of students as perceived by selected undergraduate students and faculty advisers at The Florida State University. A secondary purpose was to determine if certain demographic variables differentiate student and faculty perceptions of students' academic advising needs. / The participants for this study consisted of undergraduate students and faculty advisers in six schools and colleges. All 153 faculty advisers, and 834 students enrolled in selected undergraduate courses, in these six schools and colleges were surveyed. Data were collected by means of two Academic Advising Needs Questionnaires developed for this study. One questionnaire was distributed to faculty advisers and one to student advisees. Each of the questionnaires was divided into three sections. The first section collected demographic information from respondents. The second section measured the extent to which faculty and students perceived that fifteen advising functions (1)should be fulfilled and (2)were being fulfilled through the academic advising system. The third section was an open-ended item which allowed respondents to make additional comments concerning the academic advising program. After distributing the survey instruments, 71 percent of faculty advisers and 80 percent of students responded. / Although the overall results revealed a significant (.05 level) correlation (.5617) between student and faculty perceptions of students' academic advising needs, significant (.05 level) differences were evident when comparing the rank order of need scores between students and faculty within the schools and colleges where advising was actually provided. Additional findings suggest that demographic variables identified in this study, except for student age, did not significantly differentiate overall student and faculty perceptions of academic advising needs. / While students revealed some degree of need in all advising areas, the five highest ranked items were: (1)informing students of employment opportunities in their intended field of study; (2)assisting students with career/vocational planning; (3)providing students with academic advice and suggestions for scholastic improvement; (4)explaining university academic regulations and requirements to students; and (5)assisting students in selecting a major. / Faculty responses indicated student need in thirteen of the fifteen advising areas identified. The five highest ranking student needs identified through faculty responses were: (1)helping students find ways to make their college experience more interesting and intellectually stimulating; (2)providing students with academic advice and suggestions for scholastic improvement; (3)informing students of employment opportunities in their intended field of study; (4)helping students explore possible graduate/professional school study; and (5)assisting students in planning their academic program of study. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1021. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74430 |
| Contributors | BURKE, THOMAS HAROLD., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 200 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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