 Social Contingency and Advising AccountabilityShinyi Lin SAGE Open, 2016, vol. 6, issue 1, 2158244016635717 Abstract: The issue of teaching and learning accountability has been discussed for years. This study focuses specifically on advising accountability of management education to explore how faculty advisors communicate with their student advisees using instant messaging (IM) to enhance advising presence primarily based on Tetlock’s social contingency model. The dependent relationships between advisor and advisee are considered a cohort, and their collaboration as a community of practice. Of the 254 graduate students in the college of management, the result reveals that their perception of advising accountability has been casually explained by the antecedents, that is, self-efficacy, advising presence, epistemic engagement, advisor credibility, and their flow experience toward using IM to communicate with their thesis advisors. The research finding validates intervening factors between students’ perception of IM self-efficacy and advising accountability of thesis advisors. The findings, regardless of the limited generalization, provide prescriptive implications that educational practitioners can use to evaluate related issues of advising accountability. Keywords: social contingency; advising accountability; instant messaging; self-efficacy; flow experience; epistemic engagement (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:1:p:2158244016635717 Access Statistics for this article More articles in SAGE Open |
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