Abstract Graduate-level academic advisors play an important role in setting the conditions for effective student learning. The advisor role may include more than administrative characteristics. The advisor role may include leader development features setting the conditions for lifelong learning affecting student leadership, scholarship, and practice. The purpose of this study was to obtain student descriptions of the graduate-level academic advisors at the United States Army Command and General Staff College (CGSC) known as Staff Group Advisors (SGAs) who combine academic advisement with leader development coaching. The methodology for this research was an institutional microethnography. Data collection through questionnaires and semi-structured interviews provided themes describing the SGA role. Analyses of the findings suggested that the SGA role at CGSC possessed a dichotomous definition among students contributing to role confusion. The two definitions were leader developer/educator, which reflects the mission of the institution, and homeroom teacher/administrator, which does not. This research possesses the potential to contribute to the growing body of knowledge regarding graduate-level academic advising and leader development in an academic setting, because it emphasizes tailored advisor approaches to the unique needs of the student.

中文翻译：

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研究生阶段学术顾问和领导者发展的学生视角

摘要 研究生学术顾问在为学生有效学习创造条件方面发挥着重要作用。顾问角色可能不仅仅包括管理特征。顾问角色可能包括领导者发展功能，为影响学生领导力、奖学金和实践的终身学习设定条件。本研究的目的是获取学生对美国陆军指挥与参谋学院 (CGSC) 的研究生学术顾问的描述，这些顾问被称为参谋小组顾问 (SGA)，他们将学术建议与领导者发展辅导相结合。这项研究的方法是制度微观民族志。通过问卷和半结构化访谈收集的数据提供了描述 SGA 角色的主题。对调查结果的分析表明，CGSC 的 SGA 角色在导致角色混淆的学生中具有二分法定义。这两个定义是领导者开发者/教育者，它反映了机构的使命，而班主任教师/管理员则没有。这项研究有可能为学术环境中有关研究生水平的学术建议和领导者发展的知识体系做出贡献，因为它强调针对学生的独特需求量身定制的顾问方法。