Student Perceptions Of Academic Advising And Influence On Retention
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Student Perceptions Of Academic Advising And Influence On Retention
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Author : Deborah A. Davis
language : en
Publisher:
Release Date : 2015
Student Perceptions Of Academic Advising And Influence On Retention written by Deborah A. Davis and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with College dropouts categories.
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions
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Author : Linda Marie Hockaday
language : en
Publisher:
Release Date : 2020
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions written by Linda Marie Hockaday and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Counseling in higher education categories.
As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.
Perceptions Of Academic Advising And Student Retention
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Author : Stacy Renaee Soden
language : en
Publisher:
Release Date : 2017
Perceptions Of Academic Advising And Student Retention written by Stacy Renaee Soden and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Rethinking College Student Retention
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Author : John M. Braxton
language : en
Publisher: John Wiley & Sons
Release Date : 2013-10-21
Rethinking College Student Retention written by John M. Braxton and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-10-21 with Education categories.
Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.
Student Perceptions Of Academic Advisement At A Public Suburban Community College
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Author : Amanda Fox
language : en
Publisher:
Release Date : 2022
Student Perceptions Of Academic Advisement At A Public Suburban Community College written by Amanda Fox and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
This research study examined student perceptions of advisement experiences with a primary role advisor in a centralized advising office. The intent was to explore the connection between academic advising and student connectedness to the institution. This study utilized Tinto's theory of student departure to provide an understanding of how student success can be impacted by institutional relationships, particularly in a community college environment. Tinto asserted that a student's decision to stay or depart from an institution was largely impacted by interactions and relationships between the student and other members of the institution (Tinto, 1975). This study aimed to explore students' perceptions of effective advising strategies and barriers, which may have contributed to their retention and persistence. This study utilized a qualitative case study approach, guided by three research questions. Data collected consisted of observations, interviews, and artifacts. Data analysis explored thematic connections linking student advising and student support experiences to overall institutional connectedness. The findings of this study can be used to inform future decision making about the delivery of advising services, specifically focusing on the needs of community college students.
Perceptions Of Faculty Advising
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Author : Runie J. Mensche
language : en
Publisher:
Release Date : 2021
Perceptions Of Faculty Advising written by Runie J. Mensche and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Academic achievement categories.
This research study aimed to explore the perceptions and lived experiences of students and faculty advisors of academic advising practices. This qualitative phenomenological study utilized Tinto's (1975, 2012, 2013) theories of student retention and departure and Astin's (1984) theory of student involvement as frameworks in understanding how retention rates and student success are connected to ineffective or quality faculty advising practices. Four research questions served as a guide for this study. The research questions addressed how student participants and faculty advisors described effective academic advising practices and barriers to retention and faculty advisor issues. Individual interviews with students and faculty advisors were used to gather data. Four themes emerged from the interviews: it [faculty advising] is all about communication and relationships, personalized intentionality, we don't do prescriptive advising here, and this is not enough. Although a link between persistnence and advising has been established, there is a need to research further academic advising approaches from a faculty member perspective. Student participants expressed communication, trustworthiness, approachability, and transparency as means to provide effective advising. Faculty advisors expressed institutional barriers such as a lack of professional development hindering their ability to provide quality advising service. The data gathered in this study may influence higher education professionals' understanding of how faculty advising contributes to an institution's retention and persistence initiatives.
Congruence Between Student And Adviser Perceptions Of Academic Advising
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Author : Lisa M. Bingham
language : en
Publisher:
Release Date : 2000
Congruence Between Student And Adviser Perceptions Of Academic Advising written by Lisa M. Bingham and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with College students categories.
The purpose of this study was to assess the congruence of perceptions of academic advising between students and advisers. Seventeen tasks involved in developmental academic advising were identified from a review of current academic advising literature. These criteria became the basis of a questionnaire that asked students whether their adviser fulfilled each task, and whether they were satisfied or dissatisfied overall with advisers. The same seventeen criteria were listed on a questionnaire distributed to academic advisers. Advisers were asked the degree to which they perceived students desired each advising task. Adviser and student perceptions were congruent on the majority of advising criteria, but three significant differences arose. Students reported wanting: a) more help setting goals than advisers perceived, b) encouragement in risk taking through different classes and involvement, and c) help with time management and study skills. Academic advisers rated these tasks significantly less important than did students. Other key discrepancies were between students' indications of academic advising tasks desired and advising tasks received. Help with goal setting again arose as a task desired but with which students did not receive assistance. Students also reported some tasks lacking that advisers rated as very important. Most advisers considered helping students with decision making to be important. Many students indicated that they are not receiving assistance in this area. Most advisers recognized the importance of remembering students' names. Students agreed that these tasks were important, yet many indicated dissatisfaction with both criteria. Students are looking to advisers as information sources pertaining to more than their field of study. They want advisers to be familiar with campus resources and different educational options; they also expressed significant dissatisfaction with these tasks, whether satisfied or dissatisfied overall with their advisers. Prevalent factors inhibiting academic advisers from performing desired tasks were lack of time, heavy workload, and overwhelming numbers of advisees. These may explain students' dissatisfaction with noted advising criteria. Advisers recognize most student desires, but are too overwhelmed to fulfill advising tasks. Training, communication, and an increased value and recognition of academic advising as a key retention tool are important means of approaching and accomplishing effective advising services.
Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College
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Author : Brian D. Walton
language : en
Publisher:
Release Date : 2022
Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College written by Brian D. Walton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with College costs categories.
In the dynamic educational environment, college and university leaders are feeling more pressure from federal and state funding agencies to justify the rising cost in college education. A major influence in student success is the ability of students to develop attainable educational and career goals. College administrators put academic advisors in place to help shape and advance these goals and to give students additional support. A strong emphasis is put on the importance of academic advising. The research study sought to examine what can be learned from individual interviews with exemplar academic advisors to improve the academic advising process. The research study specifically explored how exemplar faculty's perceptions of academic advising impact the advising process at North Atlantic Technical College (pseudonym). To answer this question, the exemplar advisors detailed their perceptions of the tools, training, and education they have and use toward carrying out the advising process. Participants also described what barriers and supports are in place to determine how their perceptions of academic advising impact the outcome at North Atlantic Technical College. The research design used was an interview-based basic qualitative study to build on previous studies of academic advising by reviewing the literature on what should happen throughout the advising process and which skills and tools the advisor uses to assist students in navigating through academic, career, and personal objectives. Findings within the study identify advisor perceptions of the academic advising process and bridge the gaps between understanding and inefficiency in the advising processes. Applying such understanding may prove advantageous for both students and advisors by (1) elevating retention for the college/university, and (2) successfully guiding the student toward earning a college degree.
An Investigation Of The Differences Between Continuing And Non Continuing Undergraduate Special Admission Students Related To Academic Advising Factors
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Author : Kevin P. Reeves
language : en
Publisher:
Release Date : 2014
An Investigation Of The Differences Between Continuing And Non Continuing Undergraduate Special Admission Students Related To Academic Advising Factors written by Kevin P. Reeves and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with College students categories.
This study examined some differences between continuing and non-continuing special admission students in areas of academic advising in ways that are more systematic and thorough than past research. The premise of the study is that having a clearer understanding of how academic advising affects retention might provide colleges and universities with information to optimize the collegiate experience for special admission students. Therefore, research on the effect academic advising has on special admission student retention might offer insight into how the interactions between student and advisor affect retention issues. A non-experimental descriptive research design was employed to investigate the differences between the independent variables (advising style, frequency of contact, gender match, and race or ethnicity match) and the dependent variable, student retention. There were three sources of data used in this study. First, data were collected from students through the use of the Academic Advising Inventory (AAI) and External Factors of Retention Survey (EFRS) using online survey software. Second, data were collected from existing databases provided by an urban higher education institution. Finally, brief phone surveys were conducted with non-continuing students. Due to low survey response, no statistical analysis for significance was reported in this study. However, patterns observed from the AAI/EFRS and the phone surveys provided the following results. First, continuing special admission students had more advisor contact than non-continuing students. Second, despite continuing students' higher average scores on the Developmental-Prescriptive Advising Scale (measure for advising style) of the AAI, the higher perceived advising style scores did not suggest a higher frequency of student-advisor contact in the first semester. Third, perceived advising style may have influenced frequency of student-advisor contact among non-continuing students. Fourth, continuing students had a decrease in frequency of student-advisor contact in consecutive semesters. Fifth, the perception of students that their race or ethnicity are respected by their advisor may matter more than a race or ethnicity match. Sixth, gender match was not related to frequency of student-advisor contact for continuing students. Seventh, clearly stating the objectives of a research study and how participation serves the objectives may aid in the recruitment of difficult to reach populations. Eighth, institutional efforts to reach out to these students could influence the students' decision to continue enrollment.
Academic Advising Influence On Undergraduate Student Odds Of Retention And Graduation
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Author : Kathryn Wheatley
language : en
Publisher:
Release Date : 2018
Academic Advising Influence On Undergraduate Student Odds Of Retention And Graduation written by Kathryn Wheatley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Counseling in higher education categories.