An interpretive analysis of some basic assumptions of academic advising at a large university

The purpose of this study was to make a critical analysis of six assumptions relating to the operations, functions, and practices of undergraduate academic advising in a large university. The analysis was based on university policies of academic advising, observations, interviews with students, and dialogues with the staff in the Office of Academic Advising. The six assumptions were those typically made by large, comprehensive universities which have established a central office for academic advising. This study used phenomenological methods in order to draw inferences and bring out underlying assumptions through in-depth interviews with students. Because it was felt that students are most affected by the policies of educational systems, it was their perspectives which were sought. The subjects interviewed included a selected sample of students who had attended or were attending the university used in the study. In order to provide a set of diverse profiles, eight full-time and part-time students of different ages from divergent ethnic, social, geographic, and racial backgrounds were included. Their diversity and their experiences as undergraduate students at the university were the only criteria for their selection