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ERIC Number: ED523212
Record Type: Non-Journal
Publication Date: 2010
Pages: 102
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-1259-7
Injecting Warm Fuzzies into Cold Systems: Defining, Benchmarking, and Assessing Holistic, Person-Centered Academic Advising
Ferguson, Holly Brooke
ProQuest LLC, Ed.D. Dissertation, University of Southern California
This study examines if and how holistic, person-centered academic advising, based on an integrative framework of educational psychology (Bronfenbrenner), sociology (Weber), and counseling (Rogers) theories, can be fostered, implemented, and assessed at a research university. The study design uses the coding of qualitative data and its translation into numeric results to understand how training in the tenets of integrative theory would affect the quality and quantity of advising content at a key juncture for student retention, persistence, and graduation. The analysis of the data is based on benchmarks culled from the theoretical framework, incorporated into the training, and defined by criteria regarding holistic reviews of student records, evidence of strengths-based, person-centered guidance, personalized and individualized student contact, referrals, and follow-up, and the quantity and timing of advisor contacts. Results indicate that there is a relationship between training in ecological systems and person-centered theories and performance on a benchmarked assessment, particularly when assessing for the quality of advising content. The relationship was more pronounced within the sample of college student records than for those in the professional schools, leading to further research questions regarding the specific implications of organizational infrastructure and systems on performance outcomes. Additional questions regarding the link between advisor motivation, training, and performance also surfaced. Overall, the study provides a model for developing enrollment initiatives and educational programs that are not only rooted in theory and driven by data, but are also holistic, strengths-based, and aligned to training curriculum, benchmarked standards, and outcome-based assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A