As the world has flattened, the globalization and quality education movement surrounding higher education worldwide has led to the accountability of all stakeholders regarding student success in and beyond the classroom. Student mobility continues to impact tertiary enrollments as families and students consider the proliferated traditional and non-traditional enrollment alternatives along with prospective lower tertiary debt options. Although assessment, an accountability tool, in co-curricular areas such as
advising has been overlooked by leaders, advising is not impervious to accountability consequences. The problem is that assessment of advising, if performed, is oftentimes implemented informally, without a well-defined framework or the utilization of sophisticated measures, consequently advancing uninformed decisions that may have adverse effects on student success.
This study examined the advising assessment practices (identify SLOs, determine assessment method(s) used, and utilize assessment data) of an accredited urban career-focused university with a student body comprised of over 30% non-natives representing 65 countries and located in the United Kingdom; a country identified as the second most popular tertiary mobile student enrollment destination, in a time when tertiary student success is under intense scrutiny.
|Commitee:||Kijai, Jimmy, Arthur, Christon|
|Department:||School of Education|
|School Location:||United States -- Michigan|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Higher education, Behavioral psychology|
|Keywords:||Accountability, Advising, Assessment, Evidence, Mobility, Teaching|
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