Outstanding advisors and their academic advising practices at a Mexican university

Abstract

The present study focused on describing the academic advising practices of a group of professors with high scores on their advising performance as evaluated by their higher-education institution. Advising practices were assessed to determine whether they were good practices for standardization and dissemination. The narratives of 23 advisors and 16 students were recorded in eight focus groups by using a qualitative design. Transcripts were analyzed by using coding methods to determine advising views, forms of organization, communication styles, and the conditions in which advising interactions took place. The results showed that some advisor and student practices took place in times and spaces different from what their higher-education institution mandated in its regulation and management policy for advising practices. These practices posed professional and personal risks due to lack of institutional strategies and support. In conclusion, despite high commitment showed by advisors, their advising practices were not considered adequate for their and other higher-education institutions.