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

Abstract

Purpose

Coaching 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/approach

Our study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.

Findings

Our 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 implications

Without a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.

Originality/value

No studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

Citation

Sepulveda, A. and Birnbaum, M. (2022), "Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles", International Journal of Mentoring and Coaching in Education, Vol. 11 No. 1, pp. 119-133. https://doi.org/10.1108/IJMCE-10-2020-0063