Technology and Advising: A Quantitative Analysis of the Differences Between Advisor and Student Use of Technology

Abstract

Technology has complicated academic advising. Technology in advising has led to a prescriptive use of technology rather than developmental. Utilizing technology in advising is meant to increase collaboration between advisor and advisee, not diminish collaboration. Understanding how technology is used by advisors and students can lead to effective campus initiatives that embrace the collaborative functions of technology. The purpose of this study is to observe any differences in perspectives, usage, and needs between students and advisors concerning technology in advising at the University of Washington Bothell. This quantitative study uses an online, self-administered, cross-sectional survey. Results from Chi-square and Spearman’s r correlations show that students (n=19) and advisors (n=22) differed in how they use technology and online resources in an advising appointment. Results suggest that the university could consider conducting an annual assessment of technology needs for students on campus, partner with educational institutions focused on technology in advising, and collaborate with students, and standardize technology platforms for advisors.