Advising Assessment Practices of Advising Professionals at an Accredited United Kingdom Urban Career-Focused Higher Education Institution: A Replicated Quantitative, Descriptive Analysis
type: CreativeWork
description: The Problem As the world has flattened, the globalization and quality education movement surrounding higher education worldwide has led to the accountability of all stakeholders regarding student success in and beyond the classroom. Student mobility continues to impact tertiary enrollments as families and students consider the proliferated traditional and non-traditional enrollment alternatives along with prospective lower tertiary debt options. Although assessment, an accountability tool, in co-curricular areas such as advising has been overlooked by leaders, advising is not impervious to accountability consequences. The problem is that assessment of advising, if performed, is oftentimes implemented informally, without a well-defined framework or the utilization of sophisticated measures, consequently advancing uninformed decisions that may have adverse effects on student success. This study examined the advising assessment practices (identify SLOs, determine assessment method(s) used, and utilize assessment data) of an accredited urban careerfocused university with a student body comprised of over 30% non-natives representing 65 countries and located in the United Kingdom; a country identified as the second most popular tertiary mobile student enrollment destination, in a time when tertiary student success is under intense scrutiny. Method An online, validated, cross-sectional National Survey on Assessment of Academic Advising instrument was slightly revised and used for this replicated study to gain a fundamental cross-cultural understanding of advising assessment practices from the viewpoint of advising professionals having responsibilities associated with undergraduate advising at one U.K. university. Three of the four research questions focused on advising assessment practices and included: 1. What are the advising student learning outcomes identified at the participating U.K. university? 2. What are the advising methods utilized to conduct assessment of advis…
abstract: The Problem As the world has flattened, the globalization and quality education movement surrounding higher education worldwide has led to the accountability of all stakeholders regarding student success in and beyond the classroom. Student mobility continues to impact tertiary enrollments as families and students consider the proliferated traditional and non-traditional enrollment alternatives along with prospective lower tertiary debt options. Although assessment, an accountability tool, in co-curricular areas such as advising has been overlooked by leaders, advising is not impervious to accountability consequences. The problem is that assessment of advising, if performed, is oftentimes implemented informally, without a well-defined framework or the utilization of sophisticated measures, consequently advancing uninformed decisions that may have adverse effects on student success. This study examined the advising assessment practices (identify SLOs, determine assessment method(s) used, and utilize assessment data) of an accredited urban careerfocused university with a student body comprised of over 30% non-natives representing 65 countries and located in the United Kingdom; a country identified as the second most popular tertiary mobile student enrollment destination, in a time when tertiary student success is under intense scrutiny. Method An online, validated, cross-sectional National Survey on Assessment of Academic Advising instrument was slightly revised and used for this replicated study to gain a fundamental cross-cultural understanding of advising assessment practices from the viewpoint of advising professionals having responsibilities associated with undergraduate advising at one U.K. university. Three of the four research questions focused on advising assessment practices and included: 1. What are the advising student learning outcomes identified at the participating U.K. university? 2. What are the advising methods utilized to conduct assessment of advis…
author: Mahrt-Washington, Catherine E
keywords: Assessment, Advising, Higher Education, Student Learning, Educational Assessment, Evaluation, and Research, Higher Education Administration
date published: 2019-01-01T08:00:00Z
date modified: 2026-07-24T00:53:24Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University