International Students' Expectations of and Satisfaction with Academic Advising at a Community College
2018
- 1,141Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage1,141
- Downloads948
- Abstract Views193
Thesis / Dissertation Description
This study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, & Johnson, 2009; Mottarella, Fritzsche, & Cerabino, 2004; Propp & Rhodes, 2006; Lynch, 2004; Smith & Allen, 2006) had not distinguished between domestic and international students' expectations of and satisfaction with advising especially at the 2-year and community college levels and in organizational structures where the foreign student advisors serve as both the students' academic and immigration advisors. Such research is timely in the face of the highly competitive international education market and the increasing demands for U.S. institutional of higher education to meet students' consumer expectations with regards to educational services. Grounded in Expectation Disconfirmation Theory and employing a quantitative research design, this study investigated how factors such as age, gender, country of citizenship, class standing, and degree program impacted international students' expectations of and satisfaction with academic advising. Descriptive statistics, analyses of variances, and a partial least squares structural equation model (PLS-SEM) were used to answer the research questions. While the advising literature strongly advocates developmental advising, students in this study expressed a strong desire for elements of prescriptive advising.
Bibliographic Details
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