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Donaldson, P., McKinney, L., Lee, M., & Pino, D. (2016). First-Year Community College Students’ Perceptions of and Attitudes toward Intrusive Academic Advising. NACADA Journal, 36, 30-42.
https://doi.org/10.12930/nacada-15-012
has been cited by the following article:
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TITLE:
Identifying Task Outcomes in the Developmental Advising Model: A Qualitative Study
AUTHORS:
Louisa Godwyll
KEYWORDS:
Developmental Advising Model, Qualitative Study, Dual Advising System
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.13 No.10,
September
29,
2025
ABSTRACT: High retention and low graduation rates are the most often cited challenges of doctoral education in the United States. Research has indicated that about 40% - 60% of students enrolled in doctoral programs do not complete their degrees. Studies have also shown that the dual advising system (offering students a professional academic advisor and a faculty mentor) establishes a strong student-advisor relationship that supports and guides doctoral students to succeed in their academic endeavors. This qualitative study employed how identifying task outcomes in Creamer and Creamer’s developmental advising model contributes to doctoral students’ holistic growth and success. The identifying task outcomes stage specifies setting objectives to control the advising process and its impact. The study purposefully recruited nine participants (five doctoral students and four advisors) to answer the research question: What are advisors’ and doctoral students’ perceptions about identifying task outcomes in the dual advising system for students’ success? Thematic analysis of the interview data revealed that concepts such as influencing and broadening students’ academic interests, constant reassessment, and encouraging students to persevere are critical to doctoral students’ academic success in the dual advising system. The study findings can be used to enhance the quality of academic advising in meeting doctoral students’ growing challenges and success expectations.