Dynamics between the academic advisor and student on probation which lead to academic success

This qualitative study explores the relationship between an academic advisor and a student on academic probation. Although many scholars have repeatedly cited their findings that advising is important to the retention of students on probation, few have specifically examined how the relationship between the student and advisee plays out in the actual advising session. In addition, institutions of higher education typically require students on academic probation to meet with their advisor; however, the advisor does not have a set of guidelines to utilize to ensure academic success and retention of the student. The purpose of this study is to explore the nature of how academic advisors impact the retention and academic success of students on academic probation. The style and dynamics of the advising session will be examined in relation to the response of the student. The principal questions of this study are: (1) Do advisors have an impact on the academic success of students on probation? (2) What is the nature of the relationship between the academic advisor and the student on probation? (3) How do the dynamics of the relationship relate to the success of the student on probation? The researcher will interview students on academic probation and academic advisors who work with these probation students. All interviews will be audio-taped, transcribed verbatim, and analyzed according to Strauss and Corbin’s (1998) grounded theory methodology. Constant comparative analysis will be used to identify patterns and categorize findings. The data will also be member-checked and peer reviewed for validity. This study will make a significant contribution to the academic advising profession as well as scholarship in the field. By studying the relationship between the academic advisor and student on probation, a better understanding of the dynamics can be offered for advising practices and retention efforts.