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The Role of Doctoral Advisors: A Look at Advising from the Advisor’s Perspective

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Abstract

The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs (Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore, through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral education.

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Authors and Affiliations

  1. Educational Policy, Research, and Administration, University of Massachusetts Amherst, 111 Infirmary Way, Office 2, Amherst, MA, 01003, USA

    Benita J. Barnes

  2. Michigan State University, East Lansing, MI, USA

    Ann E. Austin

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  1. Benita J. Barnes
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  2. Ann E. Austin
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Correspondence to Benita J. Barnes.

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Benita J. Barnes

received her Ph.D. in Higher, Adult, and Lifelong Education from Michigan State University and is currently Assistant Professor of Higher Education Administration at the University of Massachusetts Amherst. Her research interests include doctoral education, the millennial generation, and identity development. She can be reached at barnesbj@educ.umass.edu.

Ann E. Austin

received her Ph.D. in higher education from the University of Michigan and currently holds the Mildred B. Erickson Distinguished Chair in the Higher, Adult, and Lifelong Education Program at Michigan State University. Her research interests include graduate education, teaching and learning, organizational change, and faculty development. She can be reached at aaustin@msu.edu.

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Barnes, B.J., Austin, A.E. The Role of Doctoral Advisors: A Look at Advising from the Advisor’s Perspective. Innov High Educ 33, 297–315 (2009). https://doi.org/10.1007/s10755-008-9084-x

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