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A Quantitative Study of Advisors', Students' and Administrators' Perceptions of Current Advising Needs for Career Technical Education Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Quantitative Study of Advisors', Students' and Administrators' Perceptions of Current Advising Needs for Career Technical Education Students./
Author:	Hernandez, David L., II.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Vocational education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369572360

A Quantitative Study of Advisors', Students' and Administrators' Perceptions of Current Advising Needs for Career Technical Education Students.
Hernandez, David L., II.

A Quantitative Study of Advisors', Students' and Administrators' Perceptions of Current Advising Needs for Career Technical Education Students. - 1 online resource (174 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This study identified the perceived advising needs of Career Technical Education (CTE) students as compared with the perceived advising needs for CTE students from academic advisors and administrators within a rural community college. It expanded on the previous study completed by Leonhardy and Jimmerson (1992) to show how advising needs have changed over time, specifically with CTE students. CTE students often have unique advising needs, and consequently, they differ from traditional colleges students in multiple ways. The problem, however, is that advisors and administrators do not clearly understand the specialized needs of CTE students. As the nation's economy becomes more dependent on highly skilled technical jobs, it is crucial to ensure that CTE students' needs are being met. One method to ensure a higher retention rate among CTE students is through a comprehensive advising program, which understands CTE students' advising needs. The purpose of this quantitative study, which utilizes a survey approach, was to understand CTE students' advising needs in this current era by examining and comparing CTE students', academic advisors' and administrators' perceptions of these students' academic advising at a rural community college. Extending from the Leonhardy and Jimmerson (1992) study, which aimed to understand the perceived needs of students regarding academic advising and how they compared with these students' needs as perceived by advisors and administrators, results of the current study indicate that the group with the highest perceived needs (as measured by the differences between the current and ideal perceptions) was among administrators. According to this study, administrators perceived that the advising needs of CTE students were not being met in 32 of the 34 advising functions, while advisors were the median group and CTE students had the least amount of perceived needs. These results indicate that improvements have been made in the skills that advisors utilize in order to meet the needs of CTE students in today's diverse student population at a rural community college. It is recommended that advisors educate administrators on the diverse CTE student population and how they can specifically meet these students' needs. The justification behind administrators perceiving that CTE students' needs are not being met in the majority of advising functions is because they may only be exposed to the complaints from CTE students, and, consequently, are failing to see the positive impact that advisors have on the greater CTE student population.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369572360Subjects--Topical Terms:

661062
Vocational education.
Index Terms--Genre/Form:

554714
Electronic books.

A Quantitative Study of Advisors', Students' and Administrators' Perceptions of Current Advising Needs for Career Technical Education Students.
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504 $a Includes bibliographical references
520 $a This study identified the perceived advising needs of Career Technical Education (CTE) students as compared with the perceived advising needs for CTE students from academic advisors and administrators within a rural community college. It expanded on the previous study completed by Leonhardy and Jimmerson (1992) to show how advising needs have changed over time, specifically with CTE students. CTE students often have unique advising needs, and consequently, they differ from traditional colleges students in multiple ways. The problem, however, is that advisors and administrators do not clearly understand the specialized needs of CTE students. As the nation's economy becomes more dependent on highly skilled technical jobs, it is crucial to ensure that CTE students' needs are being met. One method to ensure a higher retention rate among CTE students is through a comprehensive advising program, which understands CTE students' advising needs. The purpose of this quantitative study, which utilizes a survey approach, was to understand CTE students' advising needs in this current era by examining and comparing CTE students', academic advisors' and administrators' perceptions of these students' academic advising at a rural community college. Extending from the Leonhardy and Jimmerson (1992) study, which aimed to understand the perceived needs of students regarding academic advising and how they compared with these students' needs as perceived by advisors and administrators, results of the current study indicate that the group with the highest perceived needs (as measured by the differences between the current and ideal perceptions) was among administrators. According to this study, administrators perceived that the advising needs of CTE students were not being met in 32 of the 34 advising functions, while advisors were the median group and CTE students had the least amount of perceived needs. These results indicate that improvements have been made in the skills that advisors utilize in order to meet the needs of CTE students in today's diverse student population at a rural community college. It is recommended that advisors educate administrators on the diverse CTE student population and how they can specifically meet these students' needs. The justification behind administrators perceiving that CTE students' needs are not being met in the majority of advising functions is because they may only be exposed to the complaints from CTE students, and, consequently, are failing to see the positive impact that advisors have on the greater CTE student population.
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