The Effects of Frequency, Recency, and Academic Prowess as Moderators of Service Quality Evaluations for Collegiate Academic Advising

Faculty and administrators together have an interest in improving the efficacy of the “academic advising” process which annually consumes significant time and resources on college campuses. Research has suggested that advising outcome improves as advisor-advisee relationships are strengthened through frequent contact, but does this relationship hold with respect to service quality? This study reports an examination of the moderating effects of three situational variables — advising frequency, advising recency, and student academic prowess — on student advising quality evaluations. Findings suggest that frequency and recency have a positive relationship with advising quality, while academic prowess has a negative relationship.