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ERIC Number: ED563843
Record Type: Non-Journal
Publication Date: 2013
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-8200-4
The Relationship between Student Success and Institutional Programs among College Students: A Phenomenology Study
Cox, Michelle
ProQuest LLC, Ph.D. Dissertation, Capella University
Postsecondary institutions are accountable for the retention, graduation rates, and overall success of their students. This includes ensuring that students are able to progress in a timely manner from new freshmen to graduating seniors. Academic advisors are often college professionals who interrelate with students on a continual basis. The support of an academic advisor is essential throughout a student's entire academic career. However, the necessity of advice from an advisor is much greater during students' first year while they are transitioning from high school seniors to college freshmen. Academic advisors have the potential to impact students' academic experiences and satisfaction with the institution as a whole. This qualitative study focused on the perceived relationship between academic advising and student success among second-year students in a community college setting. The study explored the participants' experiences with academic advising throughout their first year of college as well as the participants' thoughts on the effectiveness of the approaches used by academic advisors. Four themes emerged from the data analysis: (a) students' appreciation for academic advising, (b) students' appreciation for the provision of resources, (c) students' appreciation for the additional resources, and (d) service satisfaction. Findings revealed that academic advising was well received by the participants in this study. From their lived experiences, participants revealed how they made meaning of academic advising. Students were also able to provide self-reflection and offer insight to help future first-year students, academic advisors, and administrators with resources that may be effective in increasing the success of first-year students. Recommendations are provided regarding future practice, policy, and research that pertain to academic advising and student success. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A