Abstract

This study examines the role of career advising at Brigham Young University (BYU), a faith-based institution where professional guidance focuses on spiritual development and purpose-driven learning. Through qualitative interviews with career advisors across various disciplines, the research explores how advisors define student success, integrate faith into their advising practices, and support students in aligning their career aspirations with personal meaning and the university's religious mission. Grounded in the belief that holistic education fosters lifelong success, BYU emphasizes the development of the "total person," including moral and spiritual dimensions. Findings reveal that student success is not solely measured by employment outcomes but encompasses personal growth, clarity, confidence, resilience, and a sense of meaning and purpose. Advisors define success through multiple lenses--from job placement metrics to students' long-term career alignment and spiritual fulfillment. Success is highly individualized, shaped by each student's unique values, goals and developmental stage. Career advisors perceive themselves as guides, mentors, facilitators, and educators. They empower students through skill-building, personalized advising, and encouragement, helping students navigate ambiguity and take ownership of their professional journeys. Advisors also engage in strategic networking support, promote self-efficacy, and encourage reflective thinking to help students construct meaningful and sustainable careers. Their practices reflect a commitment to nurturing both the external outcomes and internal growth that define thriving students. This study highlights varied methods of assessing student success, including placement data, self-assessments of confidence and clarity, and qualitative indicators such as student feedback and referrals. These findings contribute to a deeper understanding of the professional norms and values guiding career advisors, while offering insights into holistic and human-centered approaches to student development. Ultimately, the research affirms that student success is dynamic and multidimensional process that must be supported through intentional, personalized, and values-driven advising. This work contributes to the broader discourse on career advising in religious higher education, emphasizing the value of purpose, character, and faith in shaping students' professional journeys.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/