University of Wisconsin-System Academic Advisors' Perceptions of Their Advising Interactions with Undeclared Transfer Students from the Wisconsin Technical College System PDF Download

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Book Description
Students transferring from the Wisconsin Technical College System into University of Wisconsin baccalaureate institutions consistently trail the general student population in first-year grade point average, second-year retention rate, and six-year graduation rate. The purpose of this research was to explore the perceptions of professional academic advisors at University of Wisconsin baccalaureate institutions regarding their advising interactions with transfer students from the Wisconsin Technical College System. Due to the one-on-one nature of academic advising interactions, academic advisors' insight into the barriers Wisconsin Technical College System students encounter when transferring into University of Wisconsin baccalaureate institutions is valuable. This study also aimed to provide better understanding of professional academic advisors' approaches to foster Wisconsin Technical College System transfer students' academic success. Nineteen professional academic advisors at four University of Wisconsin baccalaureate institutions were interviewed for this qualitative, inductive study. Study participants were asked to share their perceptions of their position's role, practice, and impact on student outcomes before reflecting upon their advising interactions with Wisconsin Technical College System transfer students. Research techniques commonly associated with phenomenological and grounded theory studies were used to analyze participants' responses. Though a common approach to advising practice failed to materialize, this study found that participants' perception of their position's roles and objectives largely adhere to the Centralized Standards for Academic Advising (Gordon, Habley, & Associates, 2000). In addition to fulfilling these Standards, relationship-building emerged as an important component to the student-academic advisor interaction. Participants viewed academic advising as a process that prepared students to become competent and confident decision-makers regarding their academic career. Student persistence represented an outcome participants believed they can impact as an academic advisor, but not an outcome that measures advising effectiveness. In focusing on their advising interactions with Wisconsin Technical College System transfer students, participants expressed that these students often exhibit more circumstances to consider when academic-planning. However, academic advisors did not alter their facilitation of the advising process when working with Wisconsin Technical College System transfer students. Implications and recommendations in response to these findings are also discussed.