Advising strategies :effects on student success for professional/technical traditional and non-traditional aged community college students


Miltenberger, Chad T.. (2007). Advising strategies :effects on student success for professional/technical traditional and non-traditional aged community college students. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

Advising strategies :effects on student success for professional/technical traditional and non-traditional aged community college students
Miltenberger, Chad T.
Educational planning Educational counseling
Higher education is facing ongoing challenges and high expectations to provide, expedite, and facilitate learning. Annual funding for higher education institutions is often based on student performance such as student completion.;This research assessed the effectiveness of advising strategies related to student success and the extent to which advising strategies used for a student's educational planning are a factor in a student's success. This study is conceptually related to the work of Donald E. Super regarding career maturity. A review of related literature suggests that there are many factors that can lead to or hamper student success such as career maturity or self concept and age of the student. Educational barriers can also affect student success such as having time for education, economic position, or the willingness to make the needed sacrifices for education. This research explored the external factors that influence advising strategies in a community college and what specific advising strategies were used. There are several philosophies regarding advising strategies. Two strategies examined in this study include a direct advising strategy, used for students who have decided on a specific degree and an exploratory advising strategy, used for students who are undecided and are willing to explore various degree areas. This research addressed the specific population of traditional aged professional/technical students (ages 18-24 years old) and non-traditional aged professional/technical students (ages 24 years and older) Meehan (2005). Three instruments were used to address the student success relationship. A student success paradigm based on academic Grade Point Average: degree completion, the Tennessee Self Concept Scale 2, and a demographic survey. The significance of the study is to determine the criteria to use in advising for professional technical students which will be effective for serving students. The research provided information supporting three specific areas. The research provided a measure of a relationship between student success, age, and advising strategy either direct or exploratory models. The research investigated how influential external factors such as socio economic background, work experience, or self concept affect student success. The findings from the research included, (1) traditional aged exploratory advised students experienced the lowest success among the groups, (2) traditional aged exploratory advised students are more concerned about influential external factors than the other groups, and (3) successful students show a more stable self concept than unsuccessful students. The recommendations produced from this research included a course for career development that would be part of the community college degree curriculum, advising guide desk aids for advisors, and pursuing career development as part of the secondary education curriculum.
Thesis (Ph. D., Education)--University of Idaho, December 2007.
Major Professor:
Jerry Tuchscherer.
Defense Date:
December 2007.
Format Original:
xiii, 111 leaves :ill. ;29 cm.

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