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"What would you like to talk about today?": How inquiry-based advising practices emerge and support student success

Brozek, Kaytie
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Brozek, Kaytie
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Latavietz, Beatrice
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2026-03-24
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This instrumental qualitative case study examines how one academic advisor's background experiences, including professional development, years of practice, education, and prior work in mental health, shape her advising philosophy and use of questioning without formal coaching or Appreciative Advising training. Guided by a social constructivist lens, the study draws on a semi-structured interview, an adapted Academic Advising Inventory (AAI), and researcher reflexive memos to explore how the participant constructs meaning around her advising practice. Using narrative analysis and thematic coding, findings reveal that the participant's nonlinear educational path, mental health background, and professional socialization contribute to a student-centered, relational, inquiry-driven advising philosophy. Questioning emerges as a central mechanism for fostering student reflection, autonomy, and clarification of academic and career goals. These processes are linked to student persistence, timely degree completion, and workforce readiness within Kansas public higher education. The analysis illustrates how effective developmental practices often emerge organically through lived experience and institutional context. Implications for Kansas policymakers suggest that strategically investing in scalable, strengths-based advisor development may enhance advising quality statewide while advancing goals related to student success, degree attainment, and workforce preparation.
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Poster project completed at Wichita State University, Department of Intervention Services and Leadership in Education.
 Presented at the 23rd Annual Capitol Graduate Research Summit, Topeka, KS, March 24, 2026.
 23rd Capitol Graduate Research Summit (CGRS) -- University Award
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Wichita State University
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https://hdl.handle.net/10057/55829
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2026 WSU Annual CGRS Abstracts
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