Matching Items (2)
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- All Subjects: Strengths-based
- Creators: Mcintyre, Lisa
Description
The transition experience for students who are transferring from community college to university can be an overwhelming experience for any typical student, but can be even greater for students with vulnerable backgrounds. This phenomenological action research study followed the five-month community college to the university transition experience of five students in a scholarship program. The students participated in a three-part intervention in support of their transition experience. Three theoretical perspectives framed the study: community cultural wealth, transition theory, and transfer student capital. This framework enabled me to first identify the strengths the students possessed, despite their vulnerable backgrounds, through participation in individual interviews. The students then participated in pre- and post-focus groups and completed pre- and post-questionnaires. Through these, they identified which transition coping skills were their strongest and which transfer capital they possessed from their community college experience. They also shared how they applied those prior learned skills and capital at the university. This study revealed how these students utilized their strengths at moments when they lacked certain coping skills and transfer capital during their transition experience. One particular strength was how the students accessed the resources of the scholarship program at the center of this study to help them with their sense of the ability to succeed at the university.
ContributorsMartinez, Jo Ann Lopez (Author) / Harris, Lauren M (Thesis advisor) / Mcintyre, Lisa (Committee member) / Plinske, Kathleen (Committee member) / Arizona State University (Publisher)
Created2019
Description
Academic advisors play a critical role in student success within United States institutions of higher education. Although uniquely positioned to contribute to important institutional and student outcomes, academic advising is identified in the literature as an emerging profession, often delegitimizing advisor authority and limiting their contribution to institutional objectives. A review of the literature explores the history academic advising, and the current state of professionalization of the field. Additionally, entrepreneurial mindset is introduced as a framework of practice for professional agency. As a field working to professionalize itself within the higher education context, academic advisors must be able to fully participate and contribute to the process of developing innovative practices within the contexts of their institutions. This mixed-methods study drew upon proactive work behavior as defined by Hackman and Oldham to understand how academic advisors demonstrate and perceive their professional agency and ability to make decisions when working with students in the context of their role. Findings suggest professional agency as a construct exists not as a stand-alone concept, but rather as part of an ecosystem within the institution that includes layered systems, structures, and cultures which influence advisor behaviors and how they navigate decision-making. Implications include considerations for academic advising leaders and administrators, specifically related to departmental structures and advisor perceptions of their professional agency. This study contributes to the advising literature in the area of professionalization, with implications for scholarship and practice that can address gaps in the current scholarship.
ContributorsRudd, Melissa (Author) / Basile, Carole (Thesis advisor) / Kim, Jeongeun (Committee member) / Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2021