Abstract
Purpose. The purpose of this study was to describe the advising approaches and the training received by academic advisors to form an advisory working alliance with adult master's-level credential candidates in educator preparation programs at regional campuses in Southern and Central California. This advisory working alliance concept includes: (a) creating rapport, (b) developing a task focus to attain agreed-upon goals, and (c) providing apprenticeship. Methodology. A descriptive design, this study utilized a two-stage sequential mixed-methods approach. The population consisted of advisors of adult master's-level credential candidates at regional campuses from seven private universities in Southern and Central California. Data collection consisted of the Advisory Working Alliance Inventory–Advisor Version online survey followed by interviews with purposefully selected advisors. Findings. An examination of self-reported quantitative and qualitative data indicated that advisors rely on a valued set of characteristics and skills to develop rapport with adult master's-level credential candidates at regional campuses and revealed high levels of agreement on rapport questions. Data also showed that advisors use proactive problem solving amidst prescribed absolutes in educator preparation programs, when facilitating mutual agreement. In addition, advisors imbed prescribed professional dispositions and professionalism into their respective credential programs, as they instill these values and behaviors in their credential candidates. Finally, advisors expressed the need for diversified training opportunities, including understanding the needs of adult students and increasing efficiency. Conclusions. Advisors have the opportunity to strengthen the advisory working alliance and redefine their roles to meet the needs of adult master's-level credential candidates at regional campuses. Balancing advisor types and providing advisors with a variety of training can fortify advising services across a university's internal landscape. Adult credential candidates will be offered a rich and positive advising experience, propelling them through their credential programs and transforming them into educators who will then positively impact the children of America. Recommendations: Further research is needed to (a) give advisors of master's-level advisees a voice in the literature, (b) examine the relationship between older adult students at the master's level and their advisors, (c) and shed light on the advising experiences of credential candidates in educator preparation programs.