The factors which influence the transfer advising process of advisers in the Alabama transfer advising corps: a grounded theory study

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dc.contributor Dantzler, John A.
dc.contributor Dyer, Beverly
dc.contributor Jones, Jennifer
dc.contributor Katsinas, Stephen G.
dc.contributor.advisor Hardy, David E.
dc.contributor.author Webb, Alan
dc.date.accessioned 2017-03-01T14:48:58Z
dc.date.available 2017-03-01T14:48:58Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000737
dc.identifier.other Webb_alatus_0004D_10801
dc.identifier.uri https://ir.ua.edu/handle/123456789/1242
dc.description Electronic Thesis or Dissertation
dc.description.abstract ABSTRACT This grounded theory study examined the factors which influenced the transfer advising process as it unfolded within the context of ten community colleges which were located in rural counties in the state of Alabama. The participants in this study included nine recent graduates from The University of Alabama who were involved in the Alabama College Transfer Corps' program to assist students from rural community colleges in transferring to four year colleges or universities. This program utilized a philosophy of transfer advising known as near peer advising. The near peer approach advocated that an advisor who is close in age and experience to the students they advise has advantages which more traditional advisors do not share. The development of this grounded theory came from the vantage point of these nine participants and included 27 in-depth interviews, observations, and document analysis. The chronological parameters of this study extended from the fall of 2009 until the spring of 2011. Five categories of factors emerged which exerted an influence upon the transfer advising process as it unfolded in the experience of the nine near peer advisors who were assisting students in ten rural community colleges in the state of Alabama. The four main categories were institutional factors, cultural factors, contextual factors, and adviser factors. The core category was student factors. The process by which the main categories influenced the core category was random and dynamic. The main category of adviser factors functioned as a synthesizer through which much of the influence was filtered before being deposited in the core category, the student factors. This grounded theory was the first theory devoted to the transfer advising process. As such, this research endeavor provided a vehicle through which practitioners in the field of transfer advising can better understand the factors which exert an influence upon the transfer advising process. In addition, this theory provides a contextual framework by which further academic research can be conducted in the field of transfer advising.
dc.format.extent 303 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Higher education administration
dc.subject.other Community college education
dc.title The factors which influence the transfer advising process of advisers in the Alabama transfer advising corps: a grounded theory study
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Higher Education Administration
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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