Faculty in higher education programs rely on individual advising sessions to counsel students in a variety of professional and personal endeavors, ranging from course selection, clinical internship, locations, resume preparation, and thesis or dissertation topics. This study examined the self-study activities conducted between 1994 and 1996 by the Higher Education Administration Program at the University of Alabama for the purpose of evaluating the quality of faculty advising. In an exploratory survey of graduate students seeking Master's and Doctoral degrees in the Higher Education Administration Program, respondents (N=56) rated their perceptions of the effectiveness of advising episodes and encounters within the episodes. The study found that Master's level students were generally satisfied with their advisor's availability for consultation and advising, and reported that they benefitted from their advisor in both scholastic and professional areas. They also reported that they felt inadequately prepared for their advising sessions and felt the need for more advising time. The doctoral students felt that their advisors had knowledge of requirements, assisted in career guidance, and were available at times other than registration. Students were not generally in favor of group advising activities. The study appeared to support and reinforce existing advising activities and efforts. (PRW)