Abstract
PurposeThis study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process.Design/methodology/approachStudent participants (n=611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses.FindingsSix interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self‐efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students.Practical implicationsThe results suggest improvements in advising practices, particularly interventions focused on specific demographic populations.Originality/valueThe present study contributes to existing literature by expanding advising research beyond student satisfaction to explore how it influences student success. Additionally, results suggest a need for future research that further develops the concept and practice of quality academic advising.
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