ERIC EJ1161686: The Advising Palaver Hut: Case Study in West African Higher Education

2017·0.14 MB·English

by  ERIC

The Advising Palaver Hut: Case Study in West African Higher
Education
Jobila Williams Sy, Zayed University
Although international research regarding advis- Heisserer & Parette, 2002; Kiker, 2008; Kuh, 2008;
ing is burgeoning, most of the research on the Ludwig-Hardman & Dunlap, 2003; Metzner, 1989;
role of and advantages related to academic Pan, Guo, Alikonis, & Bai, 2008; Rice et al., 2009;
advising has been limited to U.S. colleges and Schwebel, Walburn, Jacobsen, Jerrolds, & Klyce,
universities. This ethnographic case study con- 2008; Smith & Allen, 2006). However, the role of
ducted at a Liberian university examined the academic advising in non-Western settings has
organizational culture of advising from student, escaped scrutiny.
faculty, and staff perspectives after the establish- ‘‘As the feld of academic advising reaches
ment of the Student Academic Advisement and beyond Western borders and into other cultural
Career Counseling Center. The findings suggest traditions, the theories applied to advising must
two primary elements that shape the role of refect the values, philosophies, and societal norms
advising and college student experience: postwar of each culture’’ (Burton, 2010, para. 7). Because
challenges in Liberian higher education and the not all Western perspectives are applicable in non-
shifting perspective on student centeredness. As a Western settings, I use a metaphorical interpreta-
result, these elements have redefined the prelim- tion to describe the advising processes contextual
inary role of the advising center into a concept to Liberian culture: the advising palaver hut. The
referred to as the advising palaver hut. use of metaphors to understand organizational
culture (OC) creates an opportunity to build upon
[doi:10.12930/NACADA-15-042]
familiar experiences and push beyond the existing
KEY WORDS: advising research, metaphors, knowledge base to construct new concepts for
non-Western, organizational culture, postconflict, understanding. Metaphors prove powerful tools to
student centeredness advance understanding of complex processes of
organizations. The acceptance of using metaphors
in research is expanding, and it allows for
revelation of new avenues for analysis and
Higher education institutions are complex and exploration of concepts and for theoretical discov-
multifaceted organizations. Therefore, academic ery beyond the scope of some traditional processes
advising proves a critical element to student of inquiry (Fris & Lazaridou, 2006; Humphries &
success because it helps socialize students to the Grant, 2005; McCulloch, 2009; Morgan, 1998;
‘‘institution’s culture, values, and practices’’ (Coun- Pinder & Bourgeois, 1982; Smircich, 1983; Taber,
cil for the Advancement of Standards in Higher 2007; Wayne, 2008).
Education, 2011, p. 2). Advising services exist in a Through this ethnographic case study, I sought
variety of capacities to meet diverse needs, and to identify the role of advising services in a
some provide students with initial and personal Liberian higher education setting and explore
exposure to college faculty and staff. Through applications of advising approaches in non-West-
these interactions, professionals and faculty mem- ern cultural contexts. The following research
bers at the institution can leverage the opportunity questions were posed:
to address the complexities of new student
RQ1. What does advising look like in a
transitions, academic and career exploration, and
non-Western setting?
student cognitive and social development. Re-
RQ2. How is advising shaped by the OC?
search has shown that academic advising can
RQ3. How did the presence of the Student
improve college student academic and social
Academic Advisement and Career
success, college experience satisfaction, grade-
Counseling Center (SA2C3) change
point average (GPA), learning, retention, and
the OC?
graduation rates in the United States (Abdussalam,
Chen, & Khan, 2007; Bahr, 2008; Drake, 2011; Therefore, a brief overview of Liberian higher
Gardiner, 1994; Hale, Graham, & Johnson, 2009; education introduces the context. Then, I explain
NACADA Journal Volume 37(1) 2017 51
Jobila Williams Sy
the concept of African palaver huts and outline the tion and redevelopment. However, insuffcient
limited research on academic advising in Africa. resources continue to affect students’ college
Using metaphorical interpretation and Tierney’s progression and the ability of the university to
(1988) conceptual framework of OC, I present the meet national development and workforce needs.
fndings and offer some concluding remarks. Positive educational experiences manifested
through advising can lead to long-term benefts
Literature Review
as graduates embrace membership as contributing
Liberian Higher Education citizens in society. For this reason, administrators
Liberia was established by African American recognized the dire need for student services in
expatriates and remains one of the poorest career and academic advising, and in 2010 they
countries in the world with an annual per capita established the SA2C3, the frst advising center
income of $US461 (World Bank, 2015). Having of its kind in the country.
undergone a civil war, political instability, and
most recently, an Ebola epidemic, Liberians
African Palaver Huts
continue to struggle to repair the sociocultural
In many African cultures, palaver huts serve as
environment, and the government is using
gathering places that provide a safe space to
education as a major force in this reconstruction
resolve confict and build consensus among
(Fields, 2007; Government of Liberia, 2004;
members of the community. The Truth and
International Monetary Fund [IMF], 2012; U.S.
Reconciliation Commission of the Republic of
Department of State, 2017). Therefore, improve-
Liberia (2009) described palaver huts as
ment of the higher educational system to produce
quality graduates and a strategic workforce, has
common to rural communities around the
emerged as a priority for Liberian redevelopment,
country, [and] is a confict resolution mech-
specifcally in the critical felds of education,
anism wherein select members of integrity in
agriculture, and engineering (U.S. Agency for
the community adjudicate matters of grave
International Development, 2012). Like many
concern to the community and seek to
higher education institutions in developing Afri-
resolve disputes amongst or between indi-
can countries, the fragile Liberian education
viduals and or communities (pp. 1-2).
system suffers from lack of resources, weak
government commitment, poor infrastructure, and
Palaver huts are circular, open-air structures,
a very frail economy (Powell, 2007; Rogers,
usually made of mud, clay, or wood, with thatched
2014).
roofs. The circular structure represents equality of
The Liberian university studied serves as a
all participants in the enclosure. The concept of
leading higher education institution in the country
African palaver is found in several African
and enrolls more than 54% of all higher education
students. Undergraduates follow a structured countries, each with varying degrees of structure
general-education curriculum during the frst and format of dialogue. However, commonalities
two years as determined by their college of of African palaver include the inclusive and
enrollment. Then they may pursue any of the 28 collective nature of community discourse to
majors offered through six undergraduate colleg- address moral concerns, conduct confict resolu-
es. Following the civil war, 90% of university tion, create judicial laws, establish cultural norms,
facilities, computers, and books were damaged or educate youth, welcome visitors, host social
stolen. In addition, the university experienced gatherings, and uplift the common good of the
signifcant brain drain, losing 78% of teaching, community (Bujo, 2001; Kimosop, 2011; Maina,
research, and administrative staffs (Fields, 2007; 2008; Wamba dia Wamba, 1985).
Sirleaf, 2009; World Conference on Higher Kratz (1983) defnes palaver in African
Education, 1998). The university stands as one cultures as ‘‘a context in which discussion is
of few higher education institutions able to centrally concerned with expression, avoidance or
withstand the destruction of the war and increase resolution of confict’’ (p. 409). The metaphorical
accessibility despite the decrease in the overall interpretation of the advising palaver hut does not
quality of education caused by the declining suggest that modern developments in advising
economy. and counseling should be adapted to antiquated
In the face of these challenges, the university customs, but it is used to recognize and appreciate
is currently undertaking the processes of restora- the value and contributions of traditional concepts
52 NACADA Journal Volume 37(1) 2017
Advising in Africa: Palaver Hut
and celebrate their cultural relevancy and appli- clarifes the relationships among activities, peo-
cability in today’s society. In this case, what I call ple, and policies created in these social structures
the advising palaver hut serves as the metaphor and cultural environments. Therefore, describing
for the role of the SA2C3 on campus. To explore the OC of the institution deepens the understand-
beliefs, values, and attitudes of the advising role ing of the role of advising and contextualizes the
fully outside Western educational settings, one college student experience of the participants.
must understand the OC. Tierney (1988) described OC as ‘‘the shared
assumptions of individuals participating in the
Academic Advising in Africa organization. . . . These assumptions can be
A comprehensive literature review revealed identifed through stories, special language,
little research on academic advising in Africa. norms, institutional ideology and attitudes that
Aagard (1991) examined the effects of academic emerge from individual and organizational be-
advising on perceived relevance of graduate havior’’ (p. 4). From these assumptions, cultural
education in agriculture for meeting national ideology of values, attitudes, and beliefs are
development goals in Tanzania and Malawi. A developed. The concept of OC includes the
study in South Africa focused on the benefts of a investigation of environment, mission, socializa-
tutoring and mentoring program that provided tion, information, strategy, and leadership.
students with academic and psychosocial support
The environment not only entails the physical
for enhancing their success (Page, Loots, & du
location and structure of a campus but also the
Toit, 2005). As an arguable major component of
academic and social climate or prevailing attitude
advising, mentoring has been studied and the
toward the environment (Tierney, 1988). The
fndings seem to support the need for academic
alignment of the overall environment of an
and career mentoring, especially for tertiary (all
institution with included subunits captures the
types of postsecondary) education (Essack &
degree to which the internal OC exists harmoni-
Juwah, 2007; Maitland, 2008; Page et al., 2005).
ously. The mission of a college refers to the
A study on academic advising in Botswana was
purpose of the organization that drives two
used to explore the lack of guidelines and
components: the programs offered and the
professional training for advisors at the Univer-
audience served (Tierney, 1988). Change to either
sity of Botswana (Motshegwa, 2010). More
component will change the culture of the
recently, a study on the effects of advising on
organization because the mission guides practice.
student performance offered information on the
In this study, the degree of cultural alignment
impact of advising programs at Kenyan universi-
among national, institutional, and advising prior-
ties (Muola, Maithya, & Mwinzi, 2011).
ities, as well as student, faculty, and staff
Researchers in southern and eastern Africa
perceptions and expectations were explored.
examined similar goals for advising; that is, they
Socialization is used to explore institutional ft
sought to address retention concerns and national
and the degree to which the institution assists
development issues that plague many African
countries. In addition to these valuable studies, with members’ transitions into higher education
research to understand the differing roles of and their acclimation to campus culture (Tierney,
advising on the basis of various cultural regions 1988). Academic advising helps students suc-
of Africa would extend understanding that cessfully transition into college; therefore, the
informs larger practical efforts. The lack of cultural factors unique to students and institution
literature on academic advising in Africa creates must be elucidated. Culture also manifests by the
great opportunity to see the ways advising way in which members create, receive, and
translates into non-Western cultural settings disseminate information (Tierney, 1988). Some
where many students may beneft from the forms of information are shared in formal or
advantages of academic advising. informal settings, including verbal, written, or
nonverbal communication. The transmission of
Conceptual Framework: Organizational information involves those in charge of commu-
Culture nication and the style of communication chosen
Advising is shaped by culture, which deter- (Tierney, 1988). Information sharing in advising
mines the structures, resources, policies, demo- often involves the dissemination of academic
graphics, and goals of an institution. Using an OC policies and campus resource information. The
framework of higher education for analysis cohesiveness or fragmentation of an institution
NACADA Journal Volume 37(1) 2017 53
Jobila Williams Sy
and subunits will exert a profound infuence on by which I analyzed the data, which were
the culture of information sharing. collected from a larger study on the social
Strategies describe the decision-making pro- organization analysis of advising, funded by the
cesses, those involved, and ways decision-based NACADA Research Grant (Williams Sy, 2013).
goals are achieved (Tierney, 1988). How were Postwar literature on the university being scarce,
decisions made regarding academic policies and many descriptions of the current state of the
how did those decisions affect advising? Finally, institution come from refections of observations,
analysis of leadership styles and the values of interviews, and document analysis.
campus leaders closes the loop on a study of OC
(Tierney, 1988). Leaders infuence campus stake- Participants
holders and hold the positional power to spear- At the time of the original study, 23,800
head initiatives. For this reason, the champions students attended the university with an average
involved in the establishment of the SA2C3 incoming undergraduate class size of approxi-
needed to be identifed. Understanding the mately 6,000–8,000 students. A select group of
infuence of culture on organizational behaviors faculty members, staff, and undergraduate stu-
accentuates the perspective that organizational dents were invited to participate as identifed
change represents cultural change (Morgan, through purposeful sampling within the six
1998). undergraduate colleges and among associated
staff. As a result of the methodology, I inter-
Methods
viewed 20 students, 10 staff members, and 9
Design faculty members who volunteered for the study
For this study, I used ethnographic case study (Appendix A).
methods to shed light on the nuances and
complex interactions of the OC and behaviors Procedures
that formulate part of the advising experience. I conducted one-hour interviews with all
‘‘Case study allows an investigation to retain the participants. Each interview was transcribed ver-
holistic and meaningful characteristics of real life batim and peer reviewed for accuracy of the
events’’ (Yin, 2009, p. 4). Ethnography is used to Liberian colloquial translations. I used a combina-
discover and gather information about the day-to- tion approach to interviewing; that is, I used a
day processes in a cultural group. In addition, standardized open-ended interview and an inter-
ethnographers use theoretical models to guide view guide. ‘‘This combined strategy offers the
their research (Fetterman, 1998). In this case, interviewer fexibility in probing and in determin-
Tierney’s (1988) conceptual framework of OC ing when it is appropriate to explore certain
was used to guide the investigation of the subjects in greater depth, or to pose questions
university culture and structure. Overall, an about new areas of inquiry’’ (Patton, 2002, p. 347).
ethnography was necessary to ‘‘interpret the I considered conversational techniques an impor-
patterned meaning of organizational life,’’ (Ross- tant way to handle these interviews. Approaches to
man & Rallis, 2003, p. 96). ethnographic interviews ‘‘must be modifed to ft
Using an ethnographic case study strategy was cultural situations as well as the peculiarities of
appropriate for this investigation, particularly individual informants’’ (Spradley, 1979, p. 78).
because advising literature for Liberian higher I also documented my observations of admis-
education does not exist. This embedded single- sion processes, student registrations, and advising
case study served exploratory purposes through sessions over a four-month period. The conceptual
utilization of multiple subunits of analysis. framework guided the activities and events ob-
Embedded case study designs involve the analysis served throughout the study, which was designed to
of multiple subunits within the larger case (Yin, gain a better understanding of the daily campus
2009). Initiating the study with ethnographic case functions and institutional culture (as per Patton,
study research methods allowed for an open- 2002; Yin, 2009) As a participant observer, I
minded exploration of the environment and collected data through holistic feld notes.
facilitated learning about various aspects of I used a document summary to summarize and
another culture and organization before analyzing organize material culture (as per Bloomberg &
the role that academic advising plays. Volpe, 2008). Handbooks, curriculum guides,
For the purposes of this research, OC and advising and registration forms, newspapers, as
metaphorical interpretation dictated the manner well as academic meeting notes and strategic
54 NACADA Journal Volume 37(1) 2017
Advising in Africa: Palaver Hut
plans were the types of documents collected. SA2C3 is located on the main campus in a
However, missing portions of critical information one-room offce partitioned into three areas: the
as a result of poor record maintenance and the director’s offce, the counselors’ offce with fve
destruction of archives during the war made desks, and the student workers’ table. The space
document analysis challenging. To maintain the does not accommodate the staff of 14 people. As
integrity of the study, the following techniques a result, counselors work in the offce in rotating
were used to ensure trustworthiness and authen- shifts. Some stay in the offce while others walk
ticity: triangulation (interviews, observations, and around the campus to assist students. The offce
material culture); peer debriefng with key windows and doors remain open at all times,
informants; member checks following interviews limiting privacy, and allowing the sounds of
for accuracy; and refexive journaling to record campus to reverberate throughout the room.
themes, decisions, questions, biases, and actions. Limited and shared offce space also affects the
375 faculty members, which negatively affects
Data Analysis confdentiality for faculty advising.
Thematic and content analysis were guided by Academic climate. The devastating results of
questions from Tierney’s (2008) framework on OC civil war currently shape the weakened academic
in higher education (Appendix B). I initiated climate of the campus educational system. The lack
content analysis with a review of the interview of resources, poor preparation at lower levels of the
transcripts and then applied primary codes. A education system, and outdated curricula contribute
second review of the data included a cross- to these defciencies, which manifest as restricted
interview analysis of interview transcripts with opportunities and offerings advisors can provide to
primary codes (as per Patton, 2002; Yin, 2009) and students. However, the time frame in which this
content analysis of observation feld notes as well study was conducted captured signifcant levels of
as material culture to develop secondary codes that growth, change, and restoration as refections of
emerged from recurring patterns. efforts to improve educational quality.
Ethnograph v6, a qualitative data analysis Social climate. The university is represented by
software program, was used to organize data and the diversity among student demographics, peer
develop frequency outputs of recurrent themes camaraderie, and vacillating relationships between
(Qualis Research, 2008). This output was used to students and institutional actors. The student body
initiate the synthesis and interpretation of the data. ranges broadly in age, and over 80% coming from
The program also allowed for analysis of themes the low socioeconomic background of both rural
grouped by colleges, gender, academic class, and and urban parts of the country. Students rely on one
participant type (student, staff, or faculty). another for guidance and support. These informal
advising networks form a critical component in the
Findings navigation of the university system. However,
Tierney’s (1988) conceptual framework of OC tensions have emerged from years of deteriorated
provided a detailed description of the case and relationships between students and the faculty. The
answered RQ1. institution is a microcosm of the larger society and
displays the concern, destitution, corruption, reha-
Environment bilitation, development, and resilience found in all
Physical environment. The university is char- sectors of Liberian society.
acterized by multiple campus locations, portions of
prewar and postwar infrastructure, overextended Mission
facility capacities, and climatic conditions of sub- The mission, ‘‘to prepare well qualifed men
Saharan Africa. Therefore, the lack of air condi- and women for teaching, research, public and
tioning and overcrowding makes the conditions private service, and to contribute to the achieve-
uncomfortable and diffcult for work and learning. ment of the Millennium Development Goals1 for
1 The ‘‘Millennium Develop Goals’’ were created in 2000 at the United Nations Millennium Summit to address
concerns surrounding international development. The frst baseline report developed by the Government of
Liberia and the United Nations Development Program (UNDP) was created in 2004 and identifed quantifed
targets such as eliminating poverty and hunger, increasing primary education, gaining gender equality, reducing
child mortality, ameliorating maternal health, controlling disease, ensuring environment sustainability, and
initiating global partnership (UNDP, n.d.).
NACADA Journal Volume 37(1) 2017 55
Jobila Williams Sy
sustainable human development’’ (University of and Public Administration. Students’ preferences
Liberia, 2007, p. 4), closely aligns with national for business majors may result from peer pressure
development goals. However, the operationaliza- as well as the increased assurance the Business
tion of the mission fell short of institutional plans College offers to provide adequate resources
for the future. Although all academic departments toward degree completion in a timely fashion.
align their work with the mission, the lack of The advising system. Advising is decentralized
formal career advising, outdated curricula, and and informal. Currently, advising duties fall
the need to examine relevance among academic primarily to each college. Faculty advising is
programs act as missing links that might prescriptive and unstructured, which contributes
otherwise connect these overarching goals to to inconsistencies across colleges. Departments
practice. rely on the experience and institutional knowledge
The work of the advising center also aligns of the faculty, many of whom were graduates of the
with the university mission and vision ‘‘to university, to help guide students through the
facilitate student learning and development along curriculum. However, the differences between the
with nurturing their ambitions for career success, faculty’s prewar college experiences and students’
high-quality advising, and mentoring’’ (SA2C3, postwar experiences lead to misaligned expecta-
2010, p. 1). The center was developed as a tions, campus cultural clashes, and new elements of
response to the growing need for support services advising and counseling that require training and
that would provide students with the necessary preparation. The high student-to-faculty ratio also
information needed to make appropriate academ- diminishes the quality of advising.
ic choices and give them a sense of direction and Each department claims a curriculum guide
purpose in pursuing careers that align with that outlines academic requirements and course
national development requirements and work sequences used to advise students. Faculty use the
force needs. documentation as a reference for advising on the
course-selection process. When advising, they
Socialization review course requirements with students, but
Orientation. Upon admission, students are some focus their discussions around career
required to attend an orientation program and advising and personal student transitions to help
select a program of study. The absence of a college students acclimate to academics, such as study
catalog and formal advising means students cannot strategies, time management, and avoidance of
take part in structured interactions with faculty unethical behavior. Because of the informal
members and staff to enhance their understanding structure of it, the amount and quality of advising
of the curricular offerings, culture, and academic varies from individual to individual.
requirements. Limited guidance among a largely Tensions still exist between faculty members
frst-generation population leaves many students and students from remnants of postwar behaviors,
self-directed in their academic pursuits or relying such as classroom corruption and hierarchical
on inaccurate advice of peers or family members cultural conficts. These strained relationships
unfamiliar with the idiosyncrasies of higher sometimes affect the advising dynamic as stu-
education. Poor presentations of academic readi- dents often avoid faculty interactions in prefer-
ness among students also elevate the need for ence for peer advice. Although advising is not
advising. As a result, students experience academic required, students must obtain course approval
diffculty when placed in incompatible programs or from instructors and designated staff during the
fnd changing majors challenging because of the registration process. Therefore, the current advis-
rigidity of the structured curriculum. ing system consists of unstructured faculty
In the absence of structured advising in the advising and informal advising networks among
current system, students rely on several factors to peers and family.
select a major; they are categorized as external The SA2C3 was offcially launched on
(peers, family, and the availability of resources) September 18, 2010, to assist students in their
and internal (personal interests, career aspirations, ‘‘personal development, academic choices, and
and academic strengths) infuences. This lack of overall preparation for careers beyond campus’’
intentional advising partially accounts for the (Student Academic Advisement and Career
imbalance in enrollment among the various Counseling Center, 2010, p. 1). Still in the
colleges. Over one half of the undergraduate infancy stage with regard to implementing a
population is enrolled in the College of Business new advising structure, the SA2C3 employs
56 NACADA Journal Volume 37(1) 2017
Advising in Africa: Palaver Hut
people to provide advising, as well as career and boards and notices are located throughout campus.
personal counseling, informally; most of their However, rain and wind occasionally destroy
daily appointments come from referrals or walk- printed materials, hampering this fragile informa-
in students, not through formal appointments tion-distribution system.
when students enter the university. Open forums. Town hall meetings also serve as
The war not only corroded the physical an avenue of communication. These meetings
structure of society but also exerted a long-term provide an opportunity for dialogue and a safe,
infuence on the individuals who experienced appropriate environment for students to express
war-related trauma. In a country undergoing the concerns and make contributions to decisions that
journey of reconciliation, Liberia needs to affect the institution. Opening the lines of com-
integrate displaced youth and adults back into munication to students and providing direct access
society. To these ends, the university serves as to senior administrators have improved the dissem-
part of the rehabilitation process for many ination of accurate information and created an
students, some of whom identify as ex-combat- environment in which students feel that their input
ants. To address concerns of both victims and ex- is considered.
combatants, the university president voiced goals Informal networks. Information dissemination
for mental health concerns as part of the also relies on the assistance of informal networks
establishment of the SA2C3. Seven of the 11 among student leaders and advising staff members.
full-time SA2C3 staff members attended semi- Their unique position as agents of the institution
nary, where they received training in psychotheol- and advocates of students allows advisors to build
ogy or pastoral counseling. These counselors bridges of communication between the faculty
draw on their experiences as former students of members and administrators and students. Often-
the university and use counseling and confict times, the SA2C3 Director attends student gather-
transformation therapy when working with stu- ings across campus. For example, two palaver huts
dents struggling in a postwar context. exist on campus, the political and religious palaver
huts. In these huts, students gather for lively
Information discussions and resolve concerns related to these
At the university, information is created topics. SA2C3 staff often visit these huts to learn
hierarchically: initiated by senior administration about student concerns and advocate on their
and fltered, in order, through faculty members, behalf with administration.
staff, and students. The administration is taking
progressive steps toward restoring the quality of Strategy
education; therefore, information creation con- By tradition, Liberian culture encourages the
sists of policies undergoing review, revisions of respect of authority. Hence, the strategy or
departmental curricula, new streamlined process- decision making at the university has been top
es, and improved procedures and services. In an down such that students have no involvement in
environment with inadequate technology, efforts decisions. However, the new president’s student-
to improve the system present unique challenges centered philosophy on institutional governance
to information dissemination that include the and student involvement is slowly changing the
coordination of activities on multiple campuses, culture across campus as it relates to decision
adequate dispersal of information to the many making. Students are now involved on campus
students enrolled, and communication of changes committees as the institution creates initiatives to
to the student body and the faculty. These improve the quality of their experience. The
challenges force administration to seek alternative advisors in SA2C3 play an intermediary role
methods of bridging communication gaps between students and administration regarding
through media, open forums, and informal university affairs.
networks.
Media. Electronic technology on campus is Leadership
unreliable and most students are not computer All participants in this study praised the
literate. Therefore, e-mail communication cannot positive changes under the leadership of the
be utilized to disseminate important information. university president. From his experiences in U.S.
The institution relies on campus organs, such as higher education, he brought a student-centered
radio announcements, newspapers, bulletin post- approach to the institution, an ideology the
ings, and distributed memos. Outdoor bulletin campus is slowly adopting. Students appreciate
NACADA Journal Volume 37(1) 2017 57
Jobila Williams Sy
the president’s transparency and accessibility. staff, referred to as wounded healers expected to
According to the president, ‘‘Advising is a normal lift up students:
part of development for students and without that
one cannot excel. [Advising identifes] where the Well, I want for us frst of all to realize that
interest of the student is, and how to guide the in advising students you have to be open
students in the right direction.’’ A senior minded. You can’t be judgmental. Whatever
sociology major and a freshman biology major your religion or your belief, your persuasion,
both agreed that they wish the university would your philosophy, that’s secondary. When you
provide more advising services to support come to counseling [students] or to advise
students in their academic success and create a [students], you have to meet them where they
friendly environment that addresses individual are. Even if you are wounded, then you can
needs. be a wounded healer . . . but what we want to
realize is that when they come to us we want
Discussion
them to know that, ‘‘We’re here for you.’’
Overall, advising is ultimately shaped by the
organizations and students advised, and organiza-
tions are shaped by the context of the nation. Shifting Culture Toward Student Centeredness
Therefore, the cultural context of society deter- The tumultuous college student experience not
mines the priorities of social institutions and only refects postwar realities but also the
shapes the structures and processes found within deteriorated relationships between students and
organizations. This study identifed two primary authorities within the institution, especially the
elements that continue to mold advising and the faculty. However, the campus has undergone a
college education experience in Liberia: postwar major cultural shift toward student centeredness,
effects and the shifting culture of student engage- defned as ‘‘a university’s effort to convey to
ment. These elements have redefned the prelim- students that they are important . . . the extent to
inary role of the SA2C3. which students feel welcomed and valued’’
(Elliott & Healy, 2001, p. 7). The university
Postwar Effects exists because of the students was the recurring
University life in a postwar setting is riddled message given from participants. Student cen-
with challenges of remediation and rehabilitation, teredness improves student trust with administra-
which frame a different picture of higher tion, staff, and faculty, and opportunities to
educational experiences than that taken in nations increase student success are multiplied (Elliott
at peace, particularly in a developing country. The & Healy, 2001; Spanier, 2010).
quality of education was compromised by the In response to the introduction of a student-
effects of war and increased corruption, and after centered culture, the participants reported that the
the war, the lack of textbooks and supplies, college experience is improving for both faculty
electricity, and qualifed instructors coupled with and students. However, this cultural change
traumatized students and remnants of unethical threatens existing hierarchical structures among
behavior has hindered progress. Students are faculty and staff and traditional norms of
forced to focus on daily challenges in addition authority. Confict emerges among faculty and
to the obstacles of college progression. The staff members and students as they redefne the
realities of postwar effects led all participants to ‘‘dichotomy of teacher-centeredness and student-
describe the quality of the college experience as centeredness’’ (Huang & Leung, 2005, p. 40).
‘‘chaotic,’’ ‘‘challenging,’’ ‘‘torturous,’’ and yet, With the SA2C3 arguably serving as the
pointing to the inauguration of the current mediating entity to resolve conficts and support
president they acknowledge that it is improving. the institution during this time of cultural change,
In such a complex and fragile environment, it seems to serve as the advising palaver hut.
advising takes on a function different than it
does in the United States and other parts of the Advising Palaver Hut
West. The advisor is called to heal the wounded in As with traditional African palavers, the
this postwar environment, but many of them, both advising palaver hut of the SA2C3 serves
on faculty and staff, are wounded themselves. The multiple roles in the campus community. It offers
SA2C3 Director explained the need to counsel space to resolve confict and thus promotes
58 NACADA Journal Volume 37(1) 2017
Advising in Africa: Palaver Hut
solidarity and cultural values, and it welcomes, I saw [young people’s] hunger and thirst for
engages, and heals the community through counseling and for acquiring new knowl-
dialogue, education, and informal social gather- edge. So, I think and I’m defnitely sure that
ings. The palaver hut primarily exists to settle if [SA2C3] is well publicized to the student
disputes and maintain peace among the commu- populace, and they can come here, and they
nity. In the case of the advising palaver hut, the can fnd a place of confdence where
SA2C3 mediates academic and personal disputes whatsoever is being shared here can remain
between institutional agents and students, partic-
because this is the problem we have. They
ularly between faculty members and students.
will soon ...fnda m other because most of
However, this role was not intended in the
these young people had a breakdown in their
original purpose and responsibilities of SA2C3.
upbringing and development of character
Part of the center’s student advocacy efforts
because of the war. Some of them were like 8
involves discussing and mediating disputes on
years old, 10 years old and they grow up on
students’ behalf, but it was also charged with
their own and they never had a mother or
clarifying other services provided to the campus
father or someone to say, ‘‘What you are
community and creating awareness about resourc-
doing is wrong, but do it this way.’’ But
es.
rather it has been like criticizing, criticizing,
The emergence of the SA2C3 as the advising
criticizing, and no correction. . . . So, def-
palaver hut has proven critical in ameliorating the
nitely [the SA2C3] is going to work.
dissonance that has materialized during the
cultural and philosophical transition of the
institution. The role of intermediary has contrib- In addition, advising policies are being
uted to improved student–institution relations, developed on the basis of observed student needs,
strengthened cohesion among various community and the SA2C3 staff members are proposing
members, and promoted the administration’s new institutional policy and procedural changes taking
cultural value of student centeredness. According account of the concerns brought forth in disputes.
to the SA2C3 Director: The establishment of the SA2C3 has positively
infuenced the culture of the university and the
Well, we’re beginning to move into a positive way the student body, faculty, and staff perceive
direction because to effectively advise peo- the environment and the college experience.
ple they must have some degree of trust. You
have to build confdence and . . .we’ve been Implications
trying to build that kind of trust level and to Research
really have the bridge so that students can
Findings from this study have expanded the
know that this offce is for them. We’re
knowledge of academic advising in a non-
currently working with the deans, and the
Western, postwar culture, and they highlight the
chairpersons, as well as faculty members so
signifcance of applying OC and metaphor to
that no one feels that this offce is intruding
understand complex structures and processes
or dictating to them what they need to do,
involved in higher education advising. However,
but rather that we are all working as partners
the OC framework alone does not address the
seeking the greater good of the institution.
interactive effects of subcultures nor does it
capture other aspects of OC, such as member
Perceptions regarding the role of SA2C3 were
behaviors and resources. In the future, researchers
positive overall among the participants, but the
might examine advising from organizational
nature of the feedback varied by students’ needs
service levels, and they could investigate specifc
for academic, personal, or career counseling
services. All of the student participants, except approaches and models of advising in the non-
two, stated that they would feel comfortable using Western context. Finally, advising research in
the SA2C3 personal counseling services provided other international settings will enable deeper
they could be assured of confdentiality. A junior understanding of issues in other cultures and
primary-education major shared her experience countries, validate the methods of advising
on the basis of interactions with her peers in the identifed by NACADA and within this study,
community: or perhaps uncover new approaches.
NACADA Journal Volume 37(1) 2017 59
Jobila Williams Sy
Practice advising on students’ changes of success?
The fndings suggest that new culturally Research in Higher Education, 49, 704–732.
specifc approaches to advising will better meet Bloomberg, L., & Volpe, M. (2008). Completing
the needs of the students and the institution. The your qualitative Dissertation: A roadmap from
African palaver has proven a successful strategy beginning to end. Los Angeles, CA: Sage.
for litigating, mediating, reconciling, and coun- Bujo, B. (2001). Foundations of an African ethic:
seling in Liberia (Al-Bakri Nyei, 2011; Lekskes, Beyond the universal claims of Western
van Hooren, & de Beus, 2007; Milne, 1991; morality. New York, NY: Crossroad.
Pillay & Goodfriend, 2009; Truth and Reconcil- Burton, S. (2010). Academic advising in a
iation Commission of the Republic of Liberia, globalized postmodern era. Academic Advising
2009). In particular, counseling services can Today, 33(2). Retrieved from https://www.
reduce negative stigmas associated with psycho- nacada.ksu.edu/Resources/Academic-
logical services. For advising, use of the palaver Advising-Today/View-Articles/Academic-
provides students with informal ways to commu- Advising-in-a-Globalized-Postmodern-Era.
nicate with institutional agents, but in formats aspx
familiar and accustomed to everyone at the Council for the Advancement of Standards in
university. Higher Education. (2011). Academic advising
As neutral entities, advisors naturally fall in programs: CAS standards and guidelines.
positions to support delicate developments be- Retrieved from http://standards.cas.edu/
tween parties and cultural change. Because getpdf.cfm?PDF¼E864D2C4-D655-8F74-
advising is a teaching and learning process 2E647CDECD29B7D0
according to the NACADA Concept of Academic Drake, J. (2011, July-August). The role of
Advising (NACADA: The Global Community for academic advising in student retention and
Academic Advising [NACADA], 2006), the persistence. About Campus. Retrieved from
SA2C3 advisors use the palaver hut as the http://advising.arizona.edu/sites/default/fles/
mechanism to educate and support students. As jaynearticle%20(3).pdf
part of a collectivistic culture, this approach to Elliott, K., & Healy, M. (2001). Key factors
communication seems most appropriate. Individ- infuence student satisfaction related to re-
uals gather at the advising palaver hut to settle cruitment and retention. Journal of Marketing
disputes, welcome guests, hold social gatherings, for Higher Education, 10(4), 1–11.
educate youth, and strengthen community bonds Essack, S., & Juwah, C. (2007). Peer facilitated
on and outside campus. As outlined in NACA- mentoring in higher education: Enhancing the
DA’s Statement of Core Values of Academic quality of learning for frst-year students.
Advising (NACADA, 2005), advisors have be- International Online Journal of Learning and
come the mediators of the institution. Teaching in Higher Education, 1(1), 48–67.
Fetterman, D. (1998). Ethnography: Step by step.
References Thousand Oaks, CA: Sage.
Aagard, S. (1991). The effect of academic Fields, C. (2007). The long road back: Liberia
advising and demographic variables on the turns to AASCU for help in rebuilding their
perceived relevance of graduate education for higher education system. Public Purpose.
agriculturalists from Tanzania and Malawi Retrieved from the American Association of
(Master’s thesis). Retrieved from ProQuest State Colleges and Universities web site:
Dissertations and Theses database. http://aascu.org/uploadedFiles/AASCU/
(ED338872) Content/Root/MediaAndPublications/
Abdussalam, A., Chen, D., & Khan, A. (2007). PublicPurposeMagazines/Issue/Long%20Road%20
Academic performance and advisement of Back%202007.pdf
university students: A case study. College Fris, J., & Lazaridou, A. (2006). An additional
Student Journal, 41, 316–326. way of thinking about organizational life and
Al-Bakri Nyei, I. (2011). Liberia after the civil leadership: The quantum perspective. Canadi-
war: Victims demand reparation. Conflict an Journal of Educational Administration and
Trends, 2011(1), 43–49. Policy, 48, 1–29. Retrieved from https://www.
Bahr, P. (2008). Cooling out in the community umanitoba.ca/publications/cjeap/pdf_fles/fris.
college: What is the effect of academic pdf
60 NACADA Journal Volume 37(1) 2017