THE LIVED CAREER EXPERIENCES OF PROFESSIONAL ACADEMIC ADVISORS WHO WENT ON TO EARN DOCTORAL DEGREES IN HIGHER EDUCATION ADMINISTRATION

The purpose of this study is to examine the lived career experiences of professional academic advisors who went on to earn a doctoral degree in higher education administration. When undergraduate students consider various majors, they often wonder “What can I do with a major in this area? What are my career options?” Such is the case with professional academic advisors who are considering a doctoral degree in higher education administration. Because of a lack of literature, advisors considering the doctoral option may seek out or may be referred to others like them who have accomplished this goal. A connection with role models may be beneficial when making this type of career decision. Unfortunately, it may be that persons considering such an educational pursuit do not have access to potential career and doctoral role models who had an academic advising background. To help address the gap in knowledge, this study documents the career experiences of those academic advisors who had completed a doctorate in order to understand the decision-making process and outcomes. This study examines the stories of 13 professionals who were academic advisors at the time of application into their doctoral programs and have since completed those terminal degrees. A maximum variation technique was used to form the sample such that they are diverse in key domains. In regards to professional context, study participants vary based on the year their doctorates were earned, current career fields, and titles. Personal demographics also vary by ethnicity, family status, and their means for paying for their doctoral education. Participant demographics also vary with regard to relevance of their doctoral degrees to their post-degree positions, years in position, and subsequent positions, if any. An analysis of the participants’ experiences results in several themes: doctoral required or preferred, financial support and families, career goals, use of mentors, and personality for administration. These personal career stories inform current and future professional academic advisors as they contemplate this particular career path. Additionally, a greater understanding of these career processes serves to enlighten the National Academic Advising Association membership and influence its research agenda as the profession of academic advising further evolves. Finally, the results of this study add to the body of literature regarding socialization to the profession of academic advising, student affairs, and higher education often taught in associated graduate programs