The impact of academic advising practices on rural community college students’ self-determination : a single case study.
| dc.contributor.advisor | Purdum-Cassidy, Barbara. | |
| dc.creator | Pace, Jessica L., 1985- | |
| dc.date.accessioned | 2024-07-30T12:46:29Z | |
| dc.date.available | 2024-07-30T12:46:29Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:29Z | |
| dc.description.abstract | Low degree completion rates are a critical problem at rural community colleges. In 2023, only 36% of students who enrolled at a community college in 2017 had earned acredential in the past six years (National Center for Education Statistics, 2023a). Academic advising is critical to help students navigate the confusing pathways of higher education. However, rural community college advisors have large caseloads and insufficient resources to assist their unique demographic of students adequately. This study explored how rural community college students describe their self-determination in college due to their academic advising experience. This study used a single case study design to understand how rural community college advising impacts students’ desire for autonomy, feelings of competence, and sense of relatedness. I used purposeful criterion-based sampling with maximum variation to select four participants at a small rural community college in Texas to participate in the study. I collected data by conducting individual semi-structured interviews with four student participants. Additionally, I collected correspondence through emails and text messages between participants and their advisors and gathered documents advisors gave them in person or through email. I analyzed my data using a within case analysis to determine the themes across all participants. Analyzing the lived experiences of students’ academic advising experiences allowed me to identify commonalities in the development of students’ self-determination due to their advisors. As a result, I uncovered the following three findings. First, returning students sought autonomy by actively participating in their educational journey while considering their work and family responsibilities. Second, despite a desire for autonomy, returning students needed specific guidance from their advisors to increase their level of competence. Third, returning students’ sense of relatedness grew through the development of rapport fostered by their advisors’ support. This research benefits academic advisors, higher education administrators, returning rural community college students, and future researchers related to the development of rural community college advising policies and practices to support student persistence and completion. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12932 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | The impact of academic advising practices on rural community college students’ self-determination : a single case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
Files
License bundle
1 - 1 of 1