A Case Study of Community Colleges that Require Academic Advising

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dc.contributor.advisorLester, Jaime R.
dc.contributor.authorThimblin, Alison L.
dc.creatorThimblin, Alison L.
dc.date.accessioned2016-04-19T19:25:57Z
dc.date.available2016-04-19T19:25:57Z
dc.date.issued2015
dc.description.abstractAs community colleges shift their focus from access to success, academic advising is being recognized as a process that is influential on student success. Interventions including elements of prescriptive, developmental and intrusive advising have been put in place at a number of community colleges, with success measured in terms of retention. Community colleges are faced with resource challenges and many find it difficult to incorporate academic advising successfully. This dissertation is a case study of very large, multi-campus community colleges that require advising, in an effort to describe how the institutions are able to require advising and the challenges the institutions face to make this requirement successful. Data was obtained from interviews, observations, and documents and was analyzed using the organizational theory of Bolman and Deal. The findings are relevant to community colleges.
dc.format.extent205 pages
dc.identifier.urihttps://hdl.handle.net/1920/10141
dc.language.isoen
dc.rightsCopyright 2015 Alison L. Thimblin
dc.subjectCommunity college education
dc.subjectHigher education
dc.subjectAcademic advising
dc.subjectAdvising
dc.subjectRequired advising
dc.subjectRetention
dc.subjectStudent success
dc.titleA Case Study of Community Colleges that Require Academic Advising
dc.typeDissertation
thesis.degree.disciplineCommunity College Education
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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