Business and Entrepreneurship    

This paper should summarize your helping & advising philosophy through self-examination, course assignments, projects and readings. You will articulate your helping & advising philosophy, beginning with your initial perceptions, followed by how you were able to build your philosophy throughout the course and you will support how those perceptions have either remained the same or changed through your experience. Support your experience with research when possible, as it relates to helping and advising. The paper should include a title page, abstract, introduction, literature review, conclusion, and references. Each student will conduct a 20 minute presentation to complement paper. Final paper and presentation should include: a. Literature and research on the development of your philosophy. Consider syllabus classroom topics as possible subsections. b. At least one engaging activity that promotes learning about your philosophy. c. Conclusion: Summary comparison of student personal experiences and literature on topic. Changes that have occurred within yourself in reflection of your experience. Implications in the field



An advising philosophy can help in creating more committed and thoughtful practice.
Also, it assists in articulating the core values and purposes that make the student interaction
intentional. As an essential part of professional development, advising philosophy can be
challenging to enact from grassroots levels. Theories of helping and advising philosophies are so
uncommon; hence, advisors are more articulated daily in these fields. It is necessary to have a
foundational theory use for advising to professionalize and unify the advising philosophies. I
have stated various articulated methods for student learning and their solutions. My advising
philosophy has equally undergone transition resulting from experiences and studies. I have
mentioned a few ways in which the transition has occurred. This work provides an advisor with
elaborate and straightforward ways for explaining to students how this technique works.
Advising philosophy (Dyer, 2007) is a guiding statement on decisions, goal
determination, and objectives, forming an advertisement strategy foundation and delivery. An
advising philosophy considers the typical structure of the advising sessions, developed theories,
and professional values. An advising philosophy seeks to clarify the business structure and assist
in focusing on advising sessions. Articulating advising approaches (Dyer, 2007) assist in
advising conversations; explain advisory roles to workmates, what one may expect from the
advisor, and what an advisor expects from his advisee.
In my professional career, students have always been the top priority. Academic advising
is essential to all learners. My work fosters student degree course and career growth, advocates
for learners, and supports the student’s community. As a professional, I have sought to assist

students in deciding on the right academic track. I have encountered struggling students and low
and poorly performing ones too. I have also engaged academic learners with unique needs who
required support to focus on their studies. I was committed to assisting them in meeting their
Literature Review
As a new academic and professional advisor, my advising philosophy has enabled me to
learn a lot in my advising methods and philosophy. It is based on my reflections on practices and
assumptions that I have developed in my educational journey, moreso through my interactions
with other students. Each student is a unique advising philosophy depending on the learning
environments and interactions with other students. As an academic advisor and a new
professional, my advising philosophy has enabled me to commit to issues such as:
1. Welcoming environment and embracing diversity
Here, my philosophy through the aid of course work, experience, and learning materials
has enabled me to define diversity as engaging myself in honoring and respecting every learning
community member. In my philosophy, I have been made to believe that healthier communities
are those in which the community, staff, and advisors represent different cultural ethnicities,
religions, races, economic backgrounds, and origin of geographical backgrounds. The diversified
views of others enabled me to learn promptly concerning the advising philosophy. Each student I
interacted with felt safer, and all of them were warm and welcoming to me.
2. Comprehend and embrace transitions
Whenever learners are engaged in their activities, life continues hence the likelihood of
facing numerous challenges without their learning environments. The reason why young and

older adults choose to return to school is that they are facing a marriage challenge,
unemployment, or simply expanding their knowledge to achieve a certain academic level. For
traditional learners, the reasons why such ages toss in academics are because they have
something that is the matter at home or with their relationships, how I should assist such old
learners when their lives are happening as such lingered so much in my mind. I truly understand
what students are going through, the transition process, and I entirely embrace them.
3. Integrity development
Looking back at my student conduct, I realized that enhancing my integrity is crucial to
me and all students as well as the staff. I learned that it is not profitable for students and
academic staff to involve them in doing something they are forced to do by friends, relatives, or
family members, but they should learn to decide for themselves.
4. Purpose development
My advising philosophy has enabled me to build on a purpose which entails scrutiny of
students and why they each choose the learning institutions and the specific degree they are
currently pursuing. I will also use resources to help students determine a significant course if
they are unsure which one to choose(NACADA, 2017). Upon starting a learning process, it is
crucial to ask questions like, what do the students want to achieve in their degree? Over what
duration do they intend to achieve their targets? Are they in any clubs, welfare, or organizations?
(Meyer, 1980). Students tend to perform best whenever they have a definite purpose in their
learning activities. I have witnessed many learners quit school due to a lack of substantive
purpose or target timeline.
5. Value of students

Every student that I have met knows that they are essential to the learning community.
They deserve to be known by their names and identification numbers in the learning community.
It is never my desire to see a student go down or quit learning due to marginalization. I will,
therefore, take all the time they need to meet with me.
A professional advisor's role was to assist learners through various requirements touching
on the most efficient and beneficial ways and ensuring that their training and career were in line
with their career goals. The role included advising and helping students define their workforces
to make their skills more appropriate in the activity. However, these skills changed concerning
the individual learners’ environmental setup, confusing my role as the advisor. Moreover, this
confusion proceeded for some time because I laid an inadequate definition of myself. My
experience changed from then henceforth. I became an advisor who could tell the students more
than just putting up good learning objectives and setting targets. The questions asked, and the
answers given went beyond deciding on a degree to pursue. For students entering the learning
institution for the first time, professional advising is crucial not from a career advisor but a
professional in student orientation.



Dyer, A. N. (2007). Advisement Philosophy. In Folsom, P. (Ed.). The New Advisor Guidebook:
Mastering the Art of Advising through the First Year and Beyond. Manhattan, KS:
National Academic Advising Association.
Meyer, M. (1980). Dialectic and Questioning: Socrates and Plato. American Philosophical
Quarterly, 17281-289.
NACADA: The Global Community for Academic Advising. (, 2017). NACADA core values of
Academic Advising. Retrieved from