Date of Award

Spring 5-9-2025

Level of Access Assigned by Author

Open-Access Thesis

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Committee Advisor

Elizabeth Allan

Second Committee Member

Kathleen Gillon

Third Committee Member

Leah Hakkola

Additional Committee Members

Scott Marzilli

Captain James Settele

Abstract

At NCAA Division I institutions, Athletic Academic Advisors (AAAs) provide daily and long-term support of student-athletes (SAs) including academic assistance, tracking curriculum to graduation, connecting to resources, and monitoring student-athlete eligibility. Literature indicates increasing challenges for AAAs as they complete their responsibilities of supporting SAs. This study answered the primary question: How do Athletic Academic Advisors at NCAA Division I institutions experience their professional role? Through in-depth interviews, I collected data from AAAs at large, public NCAA Division I universities in the United States. AAAs were asked to share perceptions of their role, responsibilities, and ongoing challenges. I also collected and analyzed AAA job descriptions to explore expected responsibilities and supplement interview data. Katz and Kahn’s Role Theory (1966; 1978) served as a framework for analysis using a phenomenological approach. Key findings indicate four significant themes: communication and professional relationships, tangible resources, intangible challenges, and AAA expectations. Recommendations for practice include strengthened institutional support and understanding to positively impact the experiences of AAAs. Recommendations for further study include a focus on AAA job descriptions and using a national survey for expanded data collection and statistical analysis.

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