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A Case Study of Community Colleges that Require Academic Advising

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dc.contributor.advisor Lester, Jaime R.
dc.contributor.author Thimblin, Alison L.
dc.creator Thimblin, Alison L.
dc.date.accessioned 2016-04-19T19:25:57Z
dc.date.available 2016-04-19T19:25:57Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/10141
dc.description.abstract As 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.extent 205 pages
dc.language.iso en
dc.rights Copyright 2015 Alison L. Thimblin
dc.subject Community college education en_US
dc.subject Higher education en_US
dc.subject academic advising en_US
dc.subject advising en_US
dc.subject required advising en_US
dc.subject retention en_US
dc.subject student success en_US
dc.title A Case Study of Community Colleges that Require Academic Advising
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Community College Education en
thesis.degree.grantor George Mason University en


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