Exploring the perspectives and lived experiences of academic advisors who use an academic early alert system an the University of Missouri

Abstract

This case study explores professional academic advisors' perceived usefulness of a fully implemented academic early alert technology at a four-year, public, flagship university in the Midwest. Academic early alert technology has increasingly become more common at colleges and universities during the past two decades, followed by an increasing number of rigorous studies regarding the effectiveness of these systems and the perceptions of key stakeholders with the notable absence within the literature of academic advisor's perceptions. This study focuses on that gap and analyzes how academic advisors perceive early alert technology usefulness for their job duties.