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.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Higher Education Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Gonzalez, Vanessa, "Examining Generation Z Perceptions and Preferences for Academic Advising" (2023). Electronic Theses and Dissertations, 2020-. 1569.
Restricted to the UCF community until May 2026; it will then be open access.