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Dissertation
A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty
Doctor of Education (Ed.D.), Drexel University
May 2017
DOI:
https://doi.org/10.17918/etd-7487
Abstract
Retention and student graduation rates are a major concern for community colleges nationwide. As student dropout rates continue to climb and graduation figures languish, many studies have been conducted to investigate the causes of student attrition. Numerous reports have found faculty advising to be a contributing factor in student retention, however much of the research has been compiled from the student point of view (Braxton & Mundy, 2002 & McArthur, 2005). Although a connection between student persistence and advising has been established, there is a need for further research from a faculty perspective in order to create a successful program and to improve retention, and ultimately, graduation rates. The purpose of this phenomenological study is to explore, describe, and understand the academic advising experience of full-time faculty at a community college. The research questions will focus on how community college faculty perceive their role in academic advising and explore their perspectives on the connection between academic advising and student retention. The interpretive/constructivist research paradigm will use qualitative data to describe and understand community college faculty perspectives regarding student retention and academic advising.
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Details
- Title
- A Phenomenological Study on Academic Advising
- Creators
- Dianna Marie O'Connor - DU
- Contributors
- Christina M. Vorndran (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 158 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7487; 991014632610204721