This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Knox, S. Articles by Hill, C. E. Search for Related Content Social Bookmarking                   What's this?

A Qualitative Examination of Graduate Advising Relationships

The Advisor Perspective

Marquette University

Lewis Z. Schlosser

Seton Hall University

Nathan T. Pruitt

Marquette University

Clara E. Hill

University of Maryland

Nineteen counseling psychology faculty members were interviewed regarding their advising relationships with doctoral students. Advisors informally learned to advise from their experiences with their advisor and their advisees and defined their role as supporting and advocating for advisees as they navigated their doctoral program. Advisors identified personal satisfaction as a benefit and time demands as a cost of advising. Good advising relationships were facilitated by advisees' positive personal or professional characteristics, mutual respect, open communication, similarity in career path between advisor and advisee, and lack of conflict. Difficult relationships were affected by advisees' negative personal or professional characteristics, lack of respect, research struggles, communication problems, advisors feeling ineffective working with advisees, disruption or rupture of the relationship, and conflict avoidance. Implications for research and training are discussed.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?