Abstract
Academic advising research aids faculty members and advisors in detecting, explaining, and addressing macro-level trends beyond their local campus. It also helps legitimize the professional nature of academic advising, moving it beyond mere prescriptive models that focus on rules and course selection. Due to the erroneous belief that skills in advanced statistical analysis or complex research methodologies are needed, many advisors fail to undertake major research projects. We introduce qualitative research in academic advising, compare and contrast qualitative and quantitative research, and discuss three well-recognized qualitative methodologies: ethnography, appreciative inquiry, and case study. We explain the characteristics and give examples of qualitative research questions appropriate to the three qualitative methodologies and in an advising context.
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