Full metadata
Title
Utilizing academic advising to cultivate adaptability in students changing majors within the education field
Description
In college, students are continuously learning and maturing, prompting transitions, as they grow to enhance their academic, vocational, and personal development. As such, institutions of higher education must also consider how to support students in these transitions. At the Teachers College at Southwestern University, 59% (N=86) of students in Educational Studies, a non-certification major, transitioned from teacher certification majors. In an ecology that centralizes students pursuing teacher certification, students majoring in Educational Studies do not receive the adequate support, particularly in addressing their concerns and curiosities regarding their future career trajectories.
This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
Date Created
2018
Contributors
- Fong, Raquel (Author)
- Liou, Daniel Dinn-You (Thesis advisor)
- Koro-Ljungberg, Mirka (Committee member)
- Dawes, Mary (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Education (Higher)
- Education
- Higher Education Administration
- Academic advising
- adaptability
- Ecology
- Education (Higher)
- Social Climate
- Transition
- Education--Study and teaching--Psychological aspects.
- Education
- College majors--Psychological aspects.
- College majors
- College students--Psychology.
- Counseling in higher education--Psychological aspects.
- Counseling in higher education
Resource Type
Extent
xii, 202 pages : illustrations
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.49345
Statement of Responsibility
by Raquel Fong
Description Source
Viewed on January 2, 2019
Level of coding
full
Note
thesis
Partial requirement for: Ed.D., Arizona State University, 2018
bibliography
Includes bibliographical references (pages 168-177)
Field of study: Leadership and innovation
System Created
- 2018-06-01 08:10:39
System Modified
- 2021-08-26 09:47:01
- 3 years 2 months ago
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