Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2021-10-12 DOI:10.1108/ijmce-10-2020-0063

Alicia Sepulveda, M. Birnbaum

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引用次数: 1

Abstract

PurposeCoaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.Design/methodology/approachOur study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.FindingsOur findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.Practical implicationsWithout a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.Originality/valueNo studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

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感知、现实和语义:探索教练和学术咨询作为不同角色的感知

目的在美国，高等教育中的辅导越来越普遍。我们的定性研究探讨了教练和顾问的看法，因为他们认为学术辅导是一种不同于学术咨询的角色。设计/方法论/方法我们的研究采用了定性研究方法。由14名教练和学术咨询专业人员组成了两个重点小组。研究结果当将学术辅导视为一种不同于学术咨询的角色时，我们的研究结果至少确定了三个主要主题：（1）潜在的角色重叠，（2）案例量差异和（3）哲学差异。不分青红皂白地使用“教练”的头衔造成了混乱、歧义和紧张。实际含义如果不清楚地理解教练角色作为高等教育中一种独特的支持类型，困惑和歧义可能会继续存在。原创性/价值没有研究探讨教练和顾问的看法，因为他们认为学术辅导在美国是一种独特的角色。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.