Title page for ETD etd-11172005-113959

Type of Document Dissertation
Author Warren, Kim Andrepont
URN etd-11172005-113959
Title Advising Perceptions in Student Support Services Programs
Degree Doctor of Philosophy (Ph.D.)
Department Educational Leadership, Research & Counseling
Advisory Committee
Advisor Name Title
Becky Ropers-Huilman Committee Chair
Charles Teddlie Committee Member
Eugene Kennedy Committee Member
Susan Gardner Committee Member
Sean Lane Dean's Representative
  • advisor and student perceptions
  • TRIO
  • student support services
  • developmental advising
  • mixed methodology
  • satisfaction
Date of Defense 2005-11-01
Availability unrestricted
This study seeks to understand the perceptions of advisors and students about the TRIO Student Support Services they provide or receive, with particular attention to how their perceptions relate to best practice theories of developmental and prescriptive advising behaviors. By comparing the perceptions of stakeholders to the theory behind the services, a better understanding of the current advising practice of Student Support Services (SSS) is obtained. Data for this study were derived from the Academic Advising Inventory (AAI), a compilation of both advisors’ and students’ perceptions of services in SSS. Observations and quantitative data were used in this study.

Five advisors and 25 students from three institutions participated in this study. Advisors and students overwhelmingly perceived developmental advising in observed advising sessions; however, advisors’ and students’ scores widely ranged. Advisors tended to overscore their advising behavior and students tended to underscore their advisors’ advising behavior. Inconsistencies were detected of perceptions of topic/activity frequency between advisors, students and me. Students also reported being “very satisfied” with the advising services they received in the SSS programs.

Results of this study can be used to: 1) identify optimum advising behaviors in Student Support Services; 2) raise the importance and recognition level on the differences and similarities of advisor and student perceptions of services which can and do have an impact on the creation of advising policies; 3) recognize and understand kinds of discrepancies and homogeneity of advisor and student perceptions of advising services to assist and support the needs of disadvantaged students; 4) assess, design or revise advising training programs for SSS advisors and possibly for campus-wide advisor training programs as well.

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