Abstract

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.

Graduation Date

2018

Semester

Spring

Advisor

Owens, J. Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Child, Family, and Community Sciences

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0006986

URL

http://purl.fcla.edu/fcla/etd/CFE0006986

Language

English

Release Date

May 2018

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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