Abstract

This phenomenological study sought to examine the perceptions and preferences Generation Z transfer students have for academic advising services, prior to their first semester post-transfer. Considering the phenomenon of both Generation Z as today's traditional college student population and the increased focus on transfer student success in recent years, this study aimed to broaden the limited understanding of current students' attitudes and intentions for engaging with institutional services. Framed within the moving in phase of Schlossberg's transition theory, this study intended to gather this knowledge during the first phase of transition so practitioners and institutional leaders have an advanced start in addressing students' preconceived challenges to reduce the high rate of transfer student attrition in the first semester. From semi-structured interviews of 15 Gen Z transfer students, five themes emerged. Their lived experiences with utilizing academic advising and transferring institutions indicated: (1) variety of advising experiences, (2) negative experiences led to mistrust, (3) desire for personalized experiences, (4) major selection challenges, and (5) work and personal influences. This study complimented the growing body of literature on transfer students and filled a gap by understanding Generation Z transfer students' perceptions and preferences during a critical point in their transition.

Notes

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Graduation Date

2023

Semester

Spring

Advisor

Letzring, Timothy

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0009529; DP0027535

URL

https://purls.library.ucf.edu/go/DP0027535

Language

English

Release Date

May 2026

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Campus-only Access)

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