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Perceptions of Faculty Advising : = Implications for Retention and Student Success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Faculty Advising :/
其他題名:	Implications for Retention and Student Success.
作者:	Mensche, Runie Joshua.
面頁冊數:	1 online resource (117 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
Contained By:	Dissertations Abstracts International83-08A.
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28965478click for full text (PQDT)
ISBN:	9798780640318

Perceptions of Faculty Advising : = Implications for Retention and Student Success.
Mensche, Runie Joshua.

Perceptions of Faculty Advising :Implications for Retention and Student Success. - 1 online resource (117 pages)

Source: Dissertations Abstracts International, Volume: 83-08, Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2021.

Includes bibliographical references

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 persistence 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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798780640318Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

Academic advisingIndex Terms--Genre/Form:

542853
Electronic books.

Perceptions of Faculty Advising : = Implications for Retention and Student Success.
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504 $a Includes bibliographical references
520 $a 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 persistence 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a School counseling. $3 2144793
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653 $a Retention
653 $a Student success
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