CONSTRUCTION OF A COMPETENCY MODEL FOR GRADUATE ADVISORS

Abstract

The graduate advisor plays a pivotal role in shaping the academic and professional development of postgraduate students, yet a comprehensive competency model specific to graduate advising remains underdeveloped. This study aims to construct a competency model for graduate advisors through a mixed-methods approach. Drawing on competency theory and transformative learning frameworks, the research identifies key competency dimensions via literature analysis and semi-structured interviews with 15 expert graduate advisors. A subsequent Delphi study with 22 panelists validates the initial framework, and an Analytic Hierarchy Process (AHP) survey with 30 advisors determines indicator weights. The resulting model comprises 5 primary dimensions—Professional Knowledge, Instructional Capacity, Mentoring Relationship, Personal Traits, and Reflective Development—encompassing 15 secondary indicators and 50 behavioral items. Findings reveal that Professional Knowledge and Instructional Capacity carry the highest weights (0.285 and 0.267 respectively), while Reflective Development is identified as a critical emerging dimension. The model provides a systematic tool for advisor recruitment, training, and evaluation, addressing a significant gap in graduate education research.