Date of Award


Degree Name

Leadership Studies


College of Education and Professional Development

Type of Degree


Document Type


First Advisor

Dr. Charles Bethel, Committee Chairperson

Second Advisor

Dr. Ronald Childress

Third Advisor

Dr. Thelma “Sissy” Isaacs


The purpose of this research was to gain, from the academic advisor’s perspective, an understanding of what technologies are being used in advising practices, the effectiveness of these technologies, and advisors’ perceptions of quality advising set forth by the Council for the Advancement of Standards in Higher Education. A qualitative phenomenological approach was utilized to connect academic advisors’ perceptions of the usage of technology while participating in the advising experiences. Through a combination of purposeful and snowballing sampling techniques, academic advisors from fourteen educator preparation programs in West Virginia were chosen to participate in this study. One-on-one, semi-structured interviews were conducted with 21 academic advisors. The application of the thematic approach provided an understanding of the similarities and differences in participants’ lived experiences and allowed themes to emerge organically. It was discovered that technologies such as videoconferencing tools, degree-auditing platforms, and Microsoft Office (Word, Excel, PowerPoint) were those most commonly utilized during the academic advising process. Technology training and support for both advisors and students provided a foundation for the effective management of technology-based systems. Technology issues, lack of internet access, lack of human connection, and level of understanding were most frequently identified as challenges faced by advisors when using technology. Academic advisors had mixed emotions about the integration of technology in the academic advising process. Findings suggest academic advisors supported the use of technology claiming it was more efficient for both advisors and students, less time-consuming, and provided a fail-safe; however, they were concerned with the lack of connectedness.


Faculty advisors – Technology – Effectiveness.

Faculty advisors – Practice – Effectiveness.