Dissertation/Thesis Abstract

Academic advisers: Perceptions of training and professional development at community colleges
by Simpson, Catherine, Ph.D., Capella University, 2013, 141; 3558575
Abstract (Summary)

This qualitative case study utilizing in-depth interviews examined academic advisers' perceptions of training and professional development resources at a Midwestern U.S. community college. In addition, the study examined the availability and accessibility of training and professional development resources at the community college. The study sought to gain a better understanding of influences that shaped academic advisers' perceptions. Four themes emerged from the interviews: Educational Experiences, Adviser Participation, New Advising Resources, and Funding. Findings of the study indicated that perceptions of training and professional development varied. However, there was a consensus among advisers that training and professional development opportunities existed on- and off-campus. However, there were divergent perspectives regarding availability, accessibility, and advisers' ability to participate. The findings also indicated that advisers' ability to participate and obtaining new advising resources were tied to funding. The findings of the study can be used by advising managers, administrators, and policymakers to improve advising practice, better serve a changing student population, and fulfill institutional goals and missions.

Indexing (document details)
Advisor: Bassett, Caroline
Commitee: Balch, David, Wang, Victor C.
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 74/08(E), Dissertation Abstracts International
Subjects: Community college education, Adult education
Keywords: Academic advising, Adviser perception, Adviser professional development, Adviser training, Community colleges
Publication Number: 3558575
ISBN: 978-1-303-03013-0
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