<p>The ongoing global recession has made the economy widely discussed in recent months. As individuals, who are part of, and affected by what is happening in the global economy, we found it interesting to investigate the current financial situation on a more individual and personal level. We intended to find out more about personal financial advising, how it is conducted and what the financial advisors suggest we do with our money today. Is it best to stick the money under the mattress or has the current financial situation brought on a perfect opportunity invest money in the financial markets?</p><p>We hope to find patterns on how financial advisors recommend that we save and invest our money today. Also, we want to investigate what these recommendations are based on and how these financial advisors work to present these advices. We intend to look for similarities within the branch in the advising process, as well as the outcome of the process in order to create guidelines for saving and investment.</p><p>We intended to answer these questions by conducting a qualitative study where we interviewed six financial advisors at three different financial institutions. We take on a constructionist ontological position assuming that reality is constructed by the perception of social actors. Furthermore, we have taken an interpretivistic epistemological stance that view knowledge based on interpretations, and try to understand the world from the research subjects' point of view.</p><p>We utilized a number of theories in order to support and build our study. These theories were used in order to help us construct and conduct our collection methods of primary data, and further used to aid us in analyzing the interview findings.</p><p>Analyzing the empirical results we learned that the basis in the financial advising process is fairly standardized within the branch. First, personal and financial information is gathered in order to assess the client's unique situation, followed by the creation of a risk profile, which is very important according to the respondents. Even though the study shows that there are different methods to collect this information and create these profiles, the patterns show that all institutions work around the same concept, that every client is an individual that needs to be assessed as unique. We also learned that the financial crisis have not had a significant impact on the financial advising itself, but rather in the attitudes of the clients. Furthermore, the increased level of documentation due to the new laws is the only evident change, with minor signs of an increased protection for both the advisor and the client. Finally, conclusions about saving and investment today were drawn by finding patterns and common denominators between the respondents advices for the individual profiles created for this study.</p>

The ongoing global recession has made the economy widely discussed in recent months. As individuals, who are part of, and affected by what is happening in the global economy, we found it interesting to investigate the current financial situation on a more individual and personal level. We intended to find out more about personal financial advising, how it is conducted and what the financial advisors suggest we do with our money today. Is it best to stick the money under the mattress or has the current financial situation brought on a perfect opportunity invest money in the financial markets? We hope to find patterns on how financial advisors recommend that we save and invest our money today. Also, we want to investigate what these recommendations are based on and how these financial advisors work to present these advices. We intend to look for similarities within the branch in the advising process, as well as the outcome of the process in order to create guidelines for saving and investment. We intended to answer these questions by conducting a qualitative study where we interviewed six financial advisors at three different financial institutions. We take on a constructionist ontological position assuming that reality is constructed by the perception of social actors. Furthermore, we have taken an interpretivistic epistemological stance that view knowledge based on interpretations, and try to understand the world from the research subjects' point of view. We utilized a number of theories in order to support and build our study. These theories were used in order to help us construct and conduct our collection methods of primary data, and further used to aid us in analyzing the interview findings. Analyzing the empirical results we learned that the basis in the financial advising process is fairly standardized within the branch. First, personal and financial information is gathered in order to assess the client's unique situation, followed by the creation of a risk profile, which is very important according to the respondents. Even though the study shows that there are different methods to collect this information and create these profiles, the patterns show that all institutions work around the same concept, that every client is an individual that needs to be assessed as unique. We also learned that the financial crisis have not had a significant impact on the financial advising itself, but rather in the attitudes of the clients. Furthermore, the increased level of documentation due to the new laws is the only evident change, with minor signs of an increased protection for both the advisor and the client. Finally, conclusions about saving and investment today were drawn by finding patterns and common denominators between the respondents advices for the individual profiles created for this study.

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.

Increasing student on-time completion is a challenge for many higher education institutions. In the community college chosen for this study, only 5.2% of its first-time-in-college, full-time students graduated within 3 years with a 2-year degree. The purpose of this study was to explore the relationship between participation in the college's academic advising program and students' time-to-degree completion, based on the pre- and post-entry attributes outlined in Tinto's institutional departure theory. A non-experimental, correlational, quantitative research method with multiple regression analysis was applied, using a convenience sample of 190 graduating students from the institution's 2011 Integrated Postsecondary Education Data System (IPEDS) cohort. Specifically, the quantitative design employed bivariate correlation analysis to select applicable pre- and post-entry characteristics and then regression analysis to determine the degree to which academic advising predicted time-to-degree completion based on characteristics. The regression analysis indicated that the variables of first-generation, intent to transfer, use of services, club participation, and financial aid eligibility significantly impacted student time to degree completion. The data analysis also indicated that students who did not see an academic advisor graduated faster than those who did. These findings led to a white paper recommending implementation of a tiered academic advising approach, development of specific advising outcomes, and increased data collection to improve the advising structure at the institution. By working to increase the IPEDS graduation rate, the institution can provide opportunities for students to increase their employment and earnings potential, improving the overall quality of life for students, their families, and the community, thus promoting positive social change.

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.

Many students find their first year of college to be the most difficult moment of their educational careers. Along with college acceptance comes new expectations, a rigorous curriculum, and the usual growing pains of young adulthood. Because of these challenges, many college students find it difficult, if not impossible to make it past their first year. Limited research has been conducted to address the overall efficiency of first year programs that colleges and universities have put in place to support these students. Considering the trials faced by first year students, it is important that we identify the organizational structures that will increase student success outcomes and lead to the completion of degree programs. The purpose of this study is to examine the relationship between college sophomore students’ academic motivation, academic self-efficacy, their perceptions of the support they received during their first-year advisory program, and their satisfaction with the advisement they received. The target population is students who completed their first year of college and returned to the college as sophomores. This quantitative study used the Motivated Strategies for Learning Questionnaire, the Academic Motivation Scale, and the Inventory of Academic Advising Functions-Student Version to measure academic self-efficacy, academic motivation, and student satisfaction; 526 freshmen students were contacted and invited to participate in the study. Responses from 57 participating students were used to answer five research questions. The study revealed that students who had high to moderate levels of intrinsic and extrinsic motivation displayed higher levels of satisfaction as it related to the academic counseling they received during their FYE. The study also revealed that only a small group of students felt that their first-year experience program led to them having a stronger sense of self-efficacy. As a result of the study, the researcher was able to find support in previous research that FYE programs have led to creating positive perceptions of about their overall college experience and their ability to do well.