This phenomenological study sought to examine the perceptions and preferences Generation Z transfer students have for academic advising services, prior to their first semester post-transfer. Considering the phenomenon of both Generation Z as today's traditional college student population and the increased focus on transfer student success in recent years, this study aimed to broaden the limited understanding of current students' attitudes and intentions for engaging with institutional services. Framed within the moving in phase of Schlossberg's transition theory, this study intended to gather this knowledge during the first phase of transition so practitioners and institutional leaders have an advanced start in addressing students' preconceived challenges to reduce the high rate of transfer student attrition in the first semester. From semi-structured interviews of 15 Gen Z transfer students, five themes emerged. Their lived experiences with utilizing academic advising and transferring institutions indicated: (1) variety of advising experiences, (2) negative experiences led to mistrust, (3) desire for personalized experiences, (4) major selection challenges, and (5) work and personal influences. This study complimented the growing body of literature on transfer students and filled a gap by understanding Generation Z transfer students' perceptions and preferences during a critical point in their transition.

Numerous models of academic advising address the complex nature of student retention and attrition. Most tend to ignore the subtleties of implementing motivational and self-regulatory changes associated with academic advising. This present study investigates the learning experiences of university students and their use of academic advising. The research incorporates an educational model as its primary investigative lens, namely Hirsch's (2001) multiple intervention model. The study further examined critical areas of learning and advising, specifically motivation, self-regulation, academic difficulty, and academic achievement.This research was conducted at a New Zealand university and comprised of three studies. In the first study, 14 participants were interviewed about their academic problems, readiness for study and use of learning and study strategies. In the second, a total of 317 participants completed a demographic survey and two questionnaires measuring aspects of motivation and self-regulation. In the third study, 147 participants completed follow-up self-report questionnaires. The mixed-paradigm analyses were twofold. Study 1 utilised a meaning-centred approach to classifying and understanding the interview responses. Studies 2 and 3 incorporated multivariate and categorical statistical procedures.Interview narratives from Study 1 suggested that students experiencing academic difficulty tended to voice more problems, to be less ready for study and to be more avoidance oriented than students not experiencing academic difficulty. In Study 2 students indicating low motivation levels for study had more self-perceived problems in the areas of concentration, self-monitoring, use of educational materials and developing time management than students with higher motivation levels. In addition, students with academic difficulty appeared to have more problems with motivation and use of study material than students with no evidence of academic difficulty. Students' motivation levels tended to vary over time indicating that students may perceive their rationale for study as an unfixed or malleable entity. Student attitude at the beginning of the academic semester significantly predicted grade outcome. Motivation and self-regulation response measures obtained immediately prior to the examination period, however, were unable to predict end-of-semester grade averages. In Study 3 completion of short group-based study skills programmes appears to have a link with end of semester grade average, but there were no significant shifts in measures of motivation and self-regulation. Students accessing one-to-one academic advising services were usually students with higher levels of motivation for study. The use of one-to-one academic counselling, however, was not determined by academic difficulty.Overall, the studies contribute a systematic and integrative process of investigating the area of academic advising. The research highlights the importance of goal orientations and students' initial perceptions about the value of their course of study in relation to academic achievement and in reference to the seeking of academic assistance from academic advising services. The findings suggest that although Hirsch's (2001) model provides a valuable framework to investigate ways students study and learn, it requires additional refinement especially in areas of categorisation and application before it can be confidently endorsed. The findings also indicate that academic advisory services provide a valuable service for students in terms of academic achievement, but further research is required in the areas of cultivating motivation and self-regulation changes, and especially in the area of affect development. Finally, the study confirms the worth of mixed-paradigm research and the need for more in depth research in the multifaceted world of academic advising.

The purpose of this descriptive and correlational study was to examine factors to determine if a faculty-centered student advisement program, which was implemented at a rural community college, affects student retention in a positive manner. The Community College Survey of Student Engagement (CCSSE) was incorporated, and data collected by this group provided the basis for the study. The study was a comparative study of quantitative parameters looking at five benchmarks. The five benchmarks included active/collaborative learning, student effort, academic challenge, student faculty interaction, and support for learners based on teaching, learning and retention in community colleges with regards to personal characteristics of age, gender, ethnicity, and enrollment status. Analysis of variance provided information between the benchmarks and personal characteristics and the quality of advising, and correlations were run using the various benchmarks and personal characteristics in order to determine any connections between the benchmarks themselves and quality of advising. In addition, the Quality Enhancement Plan (QEP), created by this rural community college, was analyzed from 2004 to 2006 to determine any inferred connection with the benchmarks and the quality of advising because of the implementation of the QEP. Findings show that, even though the survey CCSSE instrument used to determine student engagement and its function in student retention may not provide the most accurate results in general for Navarro College, the implementation of the faculty-centered student advisement program has coincided with an increase in graduation rates, an increase in fall to first fall persistence, and an increase in GPAs as evident at Navarro College.

Numerous models of academic advising address the complex nature of student retention and attrition. Most tend to ignore the subtleties of implementing motivational and self-regulatory changes associated with academic advising. This present study investigates the learning experiences of university students and their use of academic advising. The research incorporates an educational model as its primary investigative lens, namely Hirsch's (2001) multiple intervention model. The study further examined critical areas of learning and advising, specifically motivation, self-regulation, academic difficulty, and academic achievement.This research was conducted at a New Zealand university and comprised of three studies. In the first study, 14 participants were interviewed about their academic problems, readiness for study and use of learning and study strategies. In the second, a total of 317 participants completed a demographic survey and two questionnaires measuring aspects of motivation and self-regulation. In the third study, 147 participants completed follow-up self-report questionnaires. The mixed-paradigm analyses were twofold. Study 1 utilised a meaning-centred approach to classifying and understanding the interview responses. Studies 2 and 3 incorporated multivariate and categorical statistical procedures.Interview narratives from Study 1 suggested that students experiencing academic difficulty tended to voice more problems, to be less ready for study and to be more avoidance oriented than students not experiencing academic difficulty. In Study 2 students indicating low motivation levels for study had more self-perceived problems in the areas of concentration, self-monitoring, use of educational materials and developing time management than students with higher motivation levels. In addition, students with academic difficulty appeared to have more problems with motivation and use of study material than students with no evidence of academic difficulty. Students' motivation levels tended to vary over time indicating that students may perceive their rationale for study as an unfixed or malleable entity. Student attitude at the beginning of the academic semester significantly predicted grade outcome. Motivation and self-regulation response measures obtained immediately prior to the examination period, however, were unable to predict end-of-semester grade averages. In Study 3 completion of short group-based study skills programmes appears to have a link with end of semester grade average, but there were no significant shifts in measures of motivation and self-regulation. Students accessing one-to-one academic advising services were usually students with higher levels of motivation for study. The use of one-to-one academic counselling, however, was not determined by academic difficulty.Overall, the studies contribute a systematic and integrative process of investigating the area of academic advising. The research highlights the importance of goal orientations and students' initial perceptions about the value of their course of study in relation to academic achievement and in reference to the seeking of academic assistance from academic advising services. The findings suggest that although Hirsch's (2001) model provides a valuable framework to investigate ways students study and learn, it requires additional refinement especially in areas of categorisation and application before it can be confidently endorsed. The findings also indicate that academic advisory services provide a valuable service for students in terms of academic achievement, but further research is required in the areas of cultivating motivation and self-regulation changes, and especially in the area of affect development. Finally, the study confirms the worth of mixed-paradigm research and the need for more in depth research in the multifaceted world of academic advising.

Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice. An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impact of the SCV in regard to (a) academic advising in general, (b) their own day-to-day practice of advising, and (c) specific functions commonly associated with academic advising. Ten professional academic advisors at a large research institution within the Florida State University System took part. The results demonstrate that the NACADA Statement of Core Values (SCV) is important to advising practice—especially those values relating to the fundamental relationship between advisors and the students they serve. The participating academic advisors expressed strong support for the SCV overall while also indicating limited prior knowledge or training. Several themes were apparent in the interview responses, including: the provision of accurate information, the students’ responsibility in the advising interaction, the importance of lifelong learning, and advising as a form of teaching.

Academic advising has undergone tremendous changes since its origin in higher education. The notion of faculty performing clerical tasks in order to aid students strictly in academics has been challenged. Today, academic advising is considered one of the best vehicles for promoting intellectual, personal, and social development of students. It is a service that links students' academic and personal worlds and, hence promotes holistic development. However, little is known about professional advisors, specifically to what extent professional advisors use an approach to advising that can be characterized as developmental. The purpose of this study was to observe and identify the behaviors that occur during academic advising sessions between professional academic advisors and students, and compare these behaviors to the models and definitions of developmental advising proposed in the literature. Qualitative research methods, including observations and interviews, were employed. Ten advisors were observed in 35 actual advising sessions in an effort to identify advising behaviors, which were later used to develop and define advising styles. In addition, each advisor was interviewed about his or her philosophy of advising. Results of the study found that the developmental-prescriptive continuum does not accurately reflect actual advising practice. Most advisors' style reflected a mix of developmental and prescriptive behaviors. However, the characteristics of advising proposed in the literature (e.g.,content, personalization, and decision-making) were useful in identifying and defining new advising styles. Another important finding dealt with personalization. While most advisors stated students are different and have different needs, and some advisors were observed to personalize the advising session, none of the advisors were observed to alter their style in accordance with students' differences. This suggests there may be a difference between personalization and individualization of advising. Recommendations for practice include assessment of advisors' behaviors and philosophies in addition to student perceptions. Also, there is a need to develop new models of advising. The data from this study recommend the development of an advising model that considers the importance of the advisor-advisee relationship that is dynamic and that reflects stages or phases of advising instead of distinct advising styles. The information gathered from this study lends itself to further research about the advising styles used with specialized student populations, suggesting the need for individualization as well as personalization of advising. / Master of Arts

No description available.

This study was the first attempt to evaluate the college’s career/technical current advising practices. The purpose of this study was to investigate career/technical students’ satisfaction with academic advising at a rural community college and to investigate whether there were any relationships between students’ satisfaction and various demographic characteristics. The study also investigated students’ impressions of the academic advisors and whether there were any relationships between students’ impressions and various demographic characteristics. The researcher purchased the Survey of Academic Advising, Copyright 1997, from ACT, Inc. The Survey of Academic Advising was developed by the Evaluation Survey Service (ESS) and ACT and was used to measure students’ satisfaction and impressions. Students were most satisfied with four items: scheduling, registration, academic progress, and drop/add procedures. Female participants were more satisfied than male students. Married and unmarried participants were more satisfied than separated participants. Participants who were part-time enrollees were more satisfied than those who were enrolled as full-time students. The participants in this study had high or very high impressions of their advisors. The participants considered their advisors to be easy to talk to, helpful, and effective. They also thought that the advisors had a good sense of humor. Female participants tended to rate their impressions of their academic advisors higher than the male participants, and 18 year old participants tended to rate their impressions of their academic advisors higher than those participants older than 18. Part-time students tended to rate their impressions of their academic advisors higher than full-time students. Finally, those participants who worked 1-10 hours per week tended to rate their impressions of their advisors higher than participants who worked more than 10 hours per week and those who were unemployed.

Academic advising plays an important role in the education and retention of college students. Developmental advising is concerned with the development of the whole student throughout his or her academic career. As students develop and mature, it is expected that the topics they present to advisors will change. It is also expected that advisors will vary the topics they raise with different students as the students progress through their academic careers. This study was designed to determine if the advising topics that traditional-age undergraduate students present to advisors vary by academic level. Further, the study looked at whether these topics differ by gender or race. Topics raised by advisors were also examined to determine if the topics raised by advisors varied by academic level, gender, or race of the student. Examining the topics raised by advisors is one way to assess whether advisors are utilizing a prescriptive or developmental model of advising. Data were collected over a two-month period during the spring semester, 2000 at a research university in the Southeast. Eleven professional advisors agreed to participate in the study from six different departments. Students were asked if they would be willing to participate in the study when they came to see one of the participating advisors. Eighty undergraduate students agreed to participate in the study. Prior to meeting with the advisor, students were asked to provide demographic information and answer an interview question to determine the topics they planned to raise during the advising session. Advisors completed surveys following the advising sessions providing information on topics raised by the students and topics that the advisors themselves raised. No significant differences were found in the types of topics raised by students or advisors by academic level, gender, or race. The majority of the topics discussed dealt with academic issues such as academic progress, course selection, and major selection. On average, students raised 3.99 topics per session and advisors raised an additional 1.41 topics per session for a total of 5.50 topics per advising session. Most advising sessions were 15 to 20 minutes in length. Non-White students raised on average more topics than did White students. Because of the number of topics raised in a relatively short period of time, as well as the narrow range of topics covered, the results of this study indicate that a traditional, information giving model of advising is largely being utilized by advisors in the study. The results of this study suggest that advisors have little time in advising sessions to do little other than provide information on a limited range of topics. This study highlights the amount of time advisors spend answering routine academic questions during advising sessions. With this awareness, advisors can begin to provide some of this academic information using different means. This would provide more time in advising sessions to practice a developmental approach to advising that spans academic, career, and life issues. / Master of Arts

This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].