2.50
Hdl Handle:
http://hdl.handle.net/10755/211451
Type:
Research Study
Title:
THE FACULTY ADVISOR EVALUATION QUESTIONNAIRRE: DEVELOPMENT AND TESTING
Abstract:
Purposes/Aims: The purpose of this series of studies was to develop and test the psychometric properties of The Faculty Advisor Evaluation Questionnaire (FAEQ). Rationale/Conceptual Basis/Background: Research indicates that effective academic advising outcomes are tied to student’s academic success, attitude toward life long learning, satisfaction, recruitment, and retention. Further, effective academic support services including effective advising, have been identified as a key element in the AACN Standard’s for Accreditation. Despite its importance, nursing’s contribution to advising research and scholarly commentary has been minimal. The development and structure of the advisee-advisor relationship in schools of nursing is unique due to relatively inflexible prerequisite scheduling, higher grade point averages required for admission and retention in the program, and more frequent appointments with the advisor. It is important, therefore to ask what constitutes good academic advising, and to consider how the effectiveness of academic advising is measured. Methods: Two qualitative studies by this PI investigated student and faculty perceptions of effective academic advising. The combined results of the content analyses were used to develop the initial 63-item FAEQ. Items were developed to meet Dillman’s criteria for structurally sound and appropriately worded questionnaires. The items were formatted in a six-point Likert-type scale, and instructions and demographic questions were added. Face and content validity were confirmed by two student nurses, and seven nurse experts respectively. Content validity index (CVI) ranged from 0.43-1.00. Revision based on CVI, conceptual/theoretical significance of the item(s), and suggestions from the nurse experts resulted in a 50-item questionnaire. The reliability pilot was conducted at a medium size public university in the southern U. S. The FAEQ was formatted for Survey Monkey and students were invited to participate and given the link to the questionnaire via the university-wide e-news. Six hundred thirty three students responded. The results were evaluated for internal consistency reliability (Cronbach’s α) and principle components factor analysis. IRB approval was obtained from the participating universities prior to conducting the studies. Results: The Kaiser-Meyer-Olkin for the FAEQ was 0.963, indicating sampling adequacy. The Bartlett’s test of sphericity (χ2=8583.51, df=404, ρ .000) indicated significant correlations among items. The scree plot suggested a four-factor solution accounting for 81% of the variability. The FAEQ was reduced from 50 to 30 items based on the individual factor loadings and theoretical significance of items. Cronbach’s values were 0.974, 0.965, 0.885, and 0.927 for factors 1 through 4 respectively. Preliminary results from the reliability study underway in eight universities will also be presented. Implications: Pilot study data provide promising evidence that the 30-item FAEQ will adequately measure the quality of academic advising. The importance of effective advising warrants discipline specific instruments giving students the ability to evaluate the quality of advising, thus informing faculty development, and potentially improving advising outcomes. The qualitative studies were supported in part by a travel grant from Winona State University Faculty Development Committee (no grant number). The reliability study and pilot were partly funded by an Allocation Grant (DE01308) from The University of Southern Mississippi.
Keywords:
Psychometric analysis; Faculty development/evaluation
Repository Posting Date:
20-Feb-2012
Date of Publication:
20-Feb-2012
Other Identifiers:
4390
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typeResearch Studyen_GB
dc.titleTHE FACULTY ADVISOR EVALUATION QUESTIONNAIRRE: DEVELOPMENT AND TESTINGen_GB
dc.identifier.urihttp://hdl.handle.net/10755/211451-
dc.description.abstractPurposes/Aims: The purpose of this series of studies was to develop and test the psychometric properties of The Faculty Advisor Evaluation Questionnaire (FAEQ). Rationale/Conceptual Basis/Background: Research indicates that effective academic advising outcomes are tied to student’s academic success, attitude toward life long learning, satisfaction, recruitment, and retention. Further, effective academic support services including effective advising, have been identified as a key element in the AACN Standard’s for Accreditation. Despite its importance, nursing’s contribution to advising research and scholarly commentary has been minimal. The development and structure of the advisee-advisor relationship in schools of nursing is unique due to relatively inflexible prerequisite scheduling, higher grade point averages required for admission and retention in the program, and more frequent appointments with the advisor. It is important, therefore to ask what constitutes good academic advising, and to consider how the effectiveness of academic advising is measured. Methods: Two qualitative studies by this PI investigated student and faculty perceptions of effective academic advising. The combined results of the content analyses were used to develop the initial 63-item FAEQ. Items were developed to meet Dillman’s criteria for structurally sound and appropriately worded questionnaires. The items were formatted in a six-point Likert-type scale, and instructions and demographic questions were added. Face and content validity were confirmed by two student nurses, and seven nurse experts respectively. Content validity index (CVI) ranged from 0.43-1.00. Revision based on CVI, conceptual/theoretical significance of the item(s), and suggestions from the nurse experts resulted in a 50-item questionnaire. The reliability pilot was conducted at a medium size public university in the southern U. S. The FAEQ was formatted for Survey Monkey and students were invited to participate and given the link to the questionnaire via the university-wide e-news. Six hundred thirty three students responded. The results were evaluated for internal consistency reliability (Cronbach’s α) and principle components factor analysis. IRB approval was obtained from the participating universities prior to conducting the studies. Results: The Kaiser-Meyer-Olkin for the FAEQ was 0.963, indicating sampling adequacy. The Bartlett’s test of sphericity (χ2=8583.51, df=404, ρ .000) indicated significant correlations among items. The scree plot suggested a four-factor solution accounting for 81% of the variability. The FAEQ was reduced from 50 to 30 items based on the individual factor loadings and theoretical significance of items. Cronbach’s values were 0.974, 0.965, 0.885, and 0.927 for factors 1 through 4 respectively. Preliminary results from the reliability study underway in eight universities will also be presented. Implications: Pilot study data provide promising evidence that the 30-item FAEQ will adequately measure the quality of academic advising. The importance of effective advising warrants discipline specific instruments giving students the ability to evaluate the quality of advising, thus informing faculty development, and potentially improving advising outcomes. The qualitative studies were supported in part by a travel grant from Winona State University Faculty Development Committee (no grant number). The reliability study and pilot were partly funded by an Allocation Grant (DE01308) from The University of Southern Mississippi.en_GB
dc.subjectPsychometric analysisen_GB
dc.subjectFaculty development/evaluationen_GB
dc.date.available2012-02-20T11:55:47Z-
dc.date.issued2012-02-20T11:55:47Z-
dc.date.accessioned2012-02-20T11:55:47Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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