Assisting Students in Need:
Difficulties with the Advisor/Advisee Relationship

Identifying the Problem:

Characteristics that promote a satisfying advising relationship:

• Frequent contact (e.g., weekly)

• Clear, direct and open communication

• Clearly understood terms of evaluation

• Clearly understood "boundaries"

• Agreed upon, clear timelines for completing major projects

• Processing of conflict to strengthen relationship over time

Characteristics that detract from a satisfying advising relationship:

• Conflict avoided or not discussed

• Unresolved open conflict; relationship worsens over time

• Infrequent contact (e.g., once a semester or yearly)

• Limited or vague communication

• Casual, inconsistent evaluation without discussion

• Too much "blending" of personal and professional lives

• Inappropriately meeting personal needs through the relationship by either party

How to Respond:

1. Create an opportunity to discuss the concerns:

• If the student is expressing concerns to you about a faculty member, coach the student on how to productively bring up and discuss concerns directly with the advisor

• Invite other person to have an open, honest discussion focusing not on complaints but on how to improve the relationship

• Bring in a neutral third party (Director of Graduate Student Life at Rackham, Ombuds) to help resolve conflict

2. Address specific issues that need improvement:

1. Contact

• How often should advisor and advisee meet?

• Who should be responsible for content/purpose of meetings?

• How should meetings be scheduled (e.g., by work/home phone, email)?

• Who should initiate meetings?

2. Personal style

• How does the advisee typically work "best" (e.g., independently, in groups, with one other trusted colleague)?

• What are advisor’s communication and work style preferences?

• How should conflicts within the relationship be addressed? How will advisor and advisee know when conflicts are resolved?

• What cultural variables (if applicable) might be important to how the relationship develops?

3. Boundaries

• What are advisor’s and advisee’s expectations around personal disclosures (e.g., amount of disclosure, privacy, etc.)?

• What are steps advisee can take if feeling overly stressed, overwhelmed, depressed, etc.?

• How will multiple role expectations (e.g., as student, employee, etc.) be clarified and managed when advisor is also supervisor (e.g., in lab)?

4. Evaluation

• What is a realistic timeline for finishing coursework? Prelims? Dissertation?

• What are your expectations (both advisor and advisee) for presenting at conferences or doing other professional development activities supplementing graduate work?

• How will advisor and advisee know if progress is not satisfactory?

• What are the advisor’s expectations for performance standards?

• What is the approximate turnaround time for drafts, revisions, etc.?

University Resources:

1. Counseling and Psychological Services (CAPS): 764-8312

2. Rackham Grievance Officer: 647-7548

3. Office of Institutional Equity: 763-0235
   To consult on all types of discrimination or harassment based on race, sex, gender identity, gender expression, color, religion, creed, national origin or ancestry, age, marital status, sexual orientation, disability, or Vietnam-era veteran status.

4. Sexual Assault Prevention and Awareness Center: 998-9368
   To discuss issues of sexual harassment.

5. Office of the Ombuds: 763-3545.
   To provide a neutral consultant to resolve problems with individuals or a department.

6. University of Michigan Standard Practice Guide
   sInformation on Employee-Student Relationships
   http://spg.umich.edu/pdf/601.22-1.pdf