Faculty academic advising provides students with academic support to enhance academic persistence and retention. Prior research on faculty academic advising has not included higher education leaders' (HELs') perceptions of the function and purpose of faculty academic advising when creating policies and procedures that are intended to support student persistence and retention. The purpose of this basic qualitative study was to explore HELs' perceptions of the function and purpose of faculty academic advising when developing institutional policies and procedures that are intended to support student persistence and retention. The conceptual framework for this study was the appreciative inquiry (AI) model established by Cooperrider. Research questions involved how leaders in higher education perceive the purpose, function, and role of faculty academic advising to increase student persistence and retention. Semistructured interviews were completed to collect data from nine HELs with three or more years of experience as an academic dean, program director, or assistant program director. Data were analyzed using open and axial coding to identify four themes: (a) multifaceted contributions of faculty as academic advisors, (b) faculty academic advisors provide comprehensive academic support, (c) collaboration and communication, and (d) faculty involvement and engagement. Findings from this study have the potential to lead to positive social change by building on current strengths of faculty academic advising policies and procedures to develop more comprehensive faculty academic advising policies and procedures to enhance student persistence and retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]