Scholarly Inquiry in Academic Advising, 2nd edition
McGill, C. M., Gizerian, S., & Hagen, P. (Eds.). (2022). Stylus Publishing / Routledge.
Research
Two themes — identity, and advancing scholarly practice and methodology — that meet in the middle.
Research map
Select any box to read about it
Research theme
Concept sub-division
Research participants & audience
Professionals, academic advisors, adult learners; sexual, gender, racial & ethnic minorities
Students, academic advisors, teachers, adult learners, qualitative researchers, colleagues & professionals
Research theme
I. Identity
My research on identity is a robust, multifaceted exploration encompassing professional, social, and organizational perspectives. This theme showcases the breadth and depth of my scholarly contributions across various publication formats, including books, peer-reviewed articles, book chapters, and non-peer-reviewed works.
By employing a diverse range of publication types, I endeavor to produce research that reaches a wide audience and contributes to both scholarly discourse and practical application. The multiple subdivisions within this theme — professional, social, and organizational identity — demonstrate my comprehensive approach to understanding identity from various angles and contexts, ultimately providing valuable insights for educators, administrators, and policymakers alike.
Research theme
II. Advancing Scholarly Practice & Methodology
My research on advancing scholarly practice and methodology demonstrates my commitment to advancing the fields of academic advising, adult education, and human resource development. This theme encompasses three interconnected concept subdivisions: organizational identity, research methods and design, and writing and publication skills. Across these areas, I have made significant contributions through various publication types, including books, a journal special issue, articles, book chapters, and non-peer-reviewed works.
By contributing to multiple publication types within each concept subdivision, I hope my research on advancing scholarly practice and methodology reaches diverse audiences and has a meaningful impact on both scholarship and practice. The interconnectedness of the subdivisions within this theme highlights my comprehensive approach to bolstering the fields of academic advising, adult education, and human resource development through research, methodological innovations, and the cultivation of writing and publication skills among professionals.
Theme I · Identity
Professional Identity
Professional identity features a substantial collection of articles examining topics such as doctoral student perceptions (Roy et al., 2023), the professional development of teachers (Mathews & McGill, 2022; Williams et al., 2019), and the development of relational competencies in academic advising (McGill et al., 2020). These works are complemented by book chapters focusing on professional identity (Wangensteen et al., 2024) and supporting the development of academic advisor skills (McGill & Lazarowicz, 2022).
These publications offer valuable insights into the challenges and opportunities individuals face as they navigate their professional roles and responsibilities. These findings and recommendations have important implications for the design and implementation of professional development programs and other support systems. By shedding light on the key competencies and skills needed for success in these roles, this research contributes to the ongoing efforts to enhance the effectiveness and impact of educators (including academic advisors) and other professionals in their respective fields.
Theme I · Identity
Social Identity
Social identity consists of a co-edited book on advising LGBTQ college students (McGill & Joslin, 2021) and numerous articles and book chapters investigating the experiences and challenges faced by individuals navigating their sexual, gender, and cultural identities within educational and community contexts (e.g., Delgado & McGill, 2023; Delgado et al., 2020; Duran et al., 2025; Meeker et al., 2021; Vega et al., 2022).
By centering the voices and experiences of marginalized populations, these works not only contribute to a deeper understanding of the complex intersections of identity, but also provide valuable guidance for creating more inclusive and equitable environments in higher education. The insights and recommendations offered have the potential to shape institutional policies, practices, and support services, leading to improved outcomes and experiences for diverse groups of students and workers. Through these publications, I demonstrate my commitment to using research as a tool for social justice and advocacy, working to dismantle systemic barriers and promote the success and well-being of historically underserved and underrepresented populations.
Bridges Theme I and Theme II
Organizational Identity
Within Identity
Organizational identity bridges the two overarching themes of my research. My work here includes a special journal issue on social change makers (Huyler & McGill, 2024), several articles exploring academic advising and student affairs from an organizational perspective (McGill, 2019; McGill et al., 2021), and book chapters addressing the professionalization and future challenges within these fields (e.g., McGill & Nutt, 2016). These publications underscore my dedication to examining and advancing the institutions and structures that shape educational experiences. By investigating how organizational identity intersects with and influences individual and collective identities, these works contribute to a more nuanced understanding of the complex dynamics at play within educational settings. This knowledge can inform efforts to foster more inclusive and supportive organizational cultures that value and promote the diverse identities of students, faculty, and staff.
Within Advancing Scholarly Practice & Methodology
The organizational identity subdivision serves as a critical link between the two overarching themes of identity and advancing scholarly practice and methodology. Several of my publications in this area demonstrate how understanding and exploring organizational identity can lead to tangible improvements in professional development and institutional practices. For example, the special journal issue on social change makers (Huyler & McGill, 2024) and the articles examining academic advising and student affairs from an organizational perspective (McGill, 2019; McGill et al., 2021) shed light on how the identities of individuals and organizations intersect and shape one another. By investigating these dynamics, these works provide valuable insights that can inform efforts to support and enhance the professional growth of advisors, educators, and administrators. Similarly, the book chapters addressing professionalization and future challenges within academic advising (McGill & Nutt, 2016) draw upon an understanding of organizational identity to propose strategies for strengthening these fields to better serve students.
These publications highlight the importance of considering organizational context when developing initiatives to support the professional development of practitioners. Taken together, these works demonstrate how a deep understanding of organizational identity can serve as a foundation for designing effective interventions and support systems that promote the growth and success of professionals in academic advising, adult education, and human resource development. By bridging the overarching themes of identity and advancing scholarly practice and methodology, the organizational identity subdivision underscores the interconnectedness of these areas and the need for a holistic approach to advancing these fields.
Theme II · Advancing Scholarly Practice & Methodology
Research Methods & Design
I have co-edited a book on scholarly inquiry in academic advising (McGill et al., 2022) and a special journal issue on autoethnography (McGill, Huyler & Mizzi, 2025). My articles and book chapters in this area focus on using specific methodologies — structured literature review (Rocco et al., 2022), grounded theory (Brandhorst et al., 2023), collaborative autoethnography (McGill et al., 2021), and institutional ethnography (Wright et al., 2018; Wright et al., 2021) — as research methods.
These methodological approaches are well-suited to investigate issues of diversity, inclusion, and equity within academic advising, adult education, and human resource development. For instance, collaborative autoethnography (McGill et al., 2021) enables researchers to explore their own experiences and perspectives in dialogue with others, creating space for multiple voices and narratives to be heard and valued. Similarly, institutional ethnography (Wright et al., 2018; Wright et al., 2021) provides a framework for examining how institutional practices and discourses shape the experiences of individuals, with a particular focus on uncovering and challenging oppressive systems. Through these publications and methodological innovations, I demonstrate my expertise in and commitment to advancing research approaches that center the experiences and perspectives of diverse populations, address structural barriers, and promote more inclusive and equitable practices within these fields.
Theme II · Advancing Scholarly Practice & Methodology
Writing & Publication Skills
Writing and publication skills features a forthcoming co-authored book on writing for scholarly journals (Rocco et al., under contract with Routledge), which will provide guidance and strategies for researchers and practitioners to effectively communicate their work and contribute to the advancement of their fields. This book will emphasize issues of diversity, inclusion, and equity in scholarly writing, ensuring that these critical perspectives are given prominence in academic discourse.
In addition, book chapters addressing the dissemination of scholarly inquiry (Rubin et al., 2022) and the creation of cross-national collaborative writing teams (Ali et al., 2022) further demonstrate my commitment to fostering inclusive and equitable practices in the production and sharing of knowledge. By facilitating collaboration among diverse groups of scholars and practitioners, these works help to amplify a range of voices and experiences, enriching our understanding of the challenges and opportunities facing practitioners in these fields. Moreover, these publications underscore the importance of developing writing and publication skills as a means of empowering individuals from underrepresented backgrounds to contribute to the scholarly conversation and shape the direction of their fields. By supporting the professional development of researchers and practitioners, I aim to build a more diverse and inclusive community of scholars and leaders who are equipped to drive positive change and address issues of equity in their work.
Books
Two published, five in progressAdvising Lesbian, Gay, Bisexual, Transgender and Queer College Students
McGill, C. M., & Joslin, J. (Eds.). (2021). Stylus Publishing / Routledge.
Foundations of Academic Advising: An Introduction to the Discipline and Field
McGill, C. M. Cognella.
Under contract — manuscript due October 2026
Coming Out in Higher Education: The Evolution of an LGBTQ Student Organization
Peiffer, A. M., Bayer, A., & McGill, C. M. Routledge.
Under contract — manuscript due November 2026
Writing for Scholarly Journals: A Practical Guide to Developing and Publishing a Manuscript
Rocco, T. S., Plakhotnik, M. S., Munn, S. L., McGill, C. M., & Huyler, D. Routledge.
Under contract — manuscript due 2027
Careers in Academic Advising: Building Professional Lives in Higher Education
McGill, C. M. (Ed.). Purdue University Press.
Accepted for development
Reimagining Academic Advising: Identity-Informed Praxis
McGill, C. M., Schindler, W. K., Labruna, G., & Strowbridge, M. A. (Eds.). Routledge.
In development
More scholarship
Journal articles, book chapters, guest-edited issues and writing for practitioners are all listed in my curriculum vitae, which is kept up to date, and on my Google Scholar profile.