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dc.contributor.advisorMacGregor, Cynthiaeng
dc.contributor.authorBurt, Tracie D.eng
dc.date.issued2014eng
dc.date.submitted2014 Springeng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Through a program evaluation, this study was designed as a mixed method, causal comparative, cross-sectional inquiry into academic advising program theory and outcomes at Missouri State University (MSU). Data (i.e., advising mission statement, best practices, and surveys) revealed only implicit articulation of program theory�that is, the operational plan did not logically connect desired advising outcomes with program activities. Chi square analyses demonstrated significant differences between freshman expectations and senior experiences related to advising. ANOVA results revealed no significant GPA differences based on different amounts of advising. ANOVA results linked advisor support, advisor information, and personal responsibility to senior GPA, and regression analyses revealed each as significant GPA predictors. Qualitative data supported quantitative findings, providing insights to expand advising theory. In sum, findings were aligned with advising theory and constructs from the literature, including advisor accountability and empowerment, student responsibility, self-efficacy, study skills, and perceived advisor support (Lowenstein, 2005; Young-Jones, Burt, Dixon, & Hawthorne, 2013), and resulted in recommendations to enhance institutional advising assessment. Keywords: academic advising, advisor, evaluation, learning outcomeseng
dc.identifier.urihttps://hdl.handle.net/10355/45846
dc.identifier.urihttps://doi.org/10.32469/10355/45846eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subject.FASTCounseling in higher educationeng
dc.subject.FASTFaculty advisorseng
dc.subject.FASTCollege freshmen -- Attitudeseng
dc.titleFrom mission to measurement : advancing postsecondary academic advising assessment and practice through evaluating program theory and outcomeseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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