ORCID

https://orcid.org/0009-0005-3895-8569

Date of Award

2026

Document Type

Dissertation

Degree Name

Multi-sector Communications (Ph.D.)

Department

Division of Mass Communication

First Advisor

Mark Juszczak

Second Advisor

James Wolfinger

Third Advisor

Candice Roberts

Abstract

Academic advising serves as a vital bridge between students and their educational experiences and success, yet the emotional complexities of this meaningful work remain underexplored. This mixed-methods study examined how institutional selectivity and size influence emotional labor awareness and application among academic advisors, addressing a critical gap in understanding the human dimensions of advising relationships. The research explored whether advisors at smaller, selective institutions demonstrate enhanced emotional labor competencies compared to colleagues at larger, more inclusive institutions. Eleven dedicated academic advisors participated in this study, representing experienced professionals with 5-17 years of advising experience across four institutional categories defined by the Carnegie Classification system. Participants included advisors from large selective, large inclusive, small selective, and small inclusive institutions, ensuring comprehensive representation across diverse higher education contexts. The study employed a mixed-methods design utilizing semi-structured interviews with 26 questions exploring participants' emotional labor awareness, application strategies, and institutional experiences. Quantitative measures used 5-point Likert scales assessing emotion management frequency, emotional display requirements, and emotional exhaustion levels. Qualitative data underwent thematic coding to identify patterns in how advisors conceptualize and implement emotional labor practices. Comparative analysis revealed meaningful relationships between organizational characteristics and emotional labor experiences. Findings revealed substantial variation in emotional labor awareness and application across institutional contexts. Advisors at small selective institutions demonstrated sophisticated understanding of emotional labor, closely aligned with Hochschild's (1985) theoretical framework, while colleagues at larger institutions conceptualized emotional aspects through emotional intelligence perspectives. Student caseloads varied dramatically from 33 students per advisor at small selective institutions to 500 students at large inclusive institutions, creating different conditions for emotional labor performance. Four distinct advisor personas emerged: Parent/Nurturer, Coach/Mentor, Counselor/Therapist, and Institutional Messenger. These findings provide valuable insights for higher education leadership regarding the emotional infrastructure supporting academic advising. The research demonstrates that institutional characteristics significantly influence how advisors experience and navigate emotional labor, with important implications for professional development, workload management, and organizational support systems. Understanding these dynamics enables institutions to develop targeted interventions that enhance both advisor well-being and student experiences, ultimately fostering improved retention and academic success.

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