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Admissions policies governing the declaration of academic major and academic advising models relating to student outcomes in higher education.

机译：招生政策管理着宣布与高等教育中学生成绩相关的学术专业和学术咨询模式。

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摘要

The purpose of this study was to analyze admissions policies pertaining to the declaration of academic majors for incoming students and structures of academic advising at American universities and how they relate to student outcomes. The student outcomes considered for the study were first to second year retention rates and graduation rates.;Students may not choose their major based on research or facts and allow external influences to guide their selection. Traditional aged college students are typically not developmentally prepared to undertake such self-directed decisions. The forced declaration of an academic major at the time of admission can impose a premature selection, potentially negatively impacting student outcomes. Nationally, institutions vary on their admission policy structures in regard to the declaration of academic majors.;Literature has linked academic advising with increased retention and graduation rates. Different organizational models of academic advising seem to be more or less influential on retention and graduation rates and vary depending on individual student characteristics.;The exploratory study used primary and secondary data sets. The primary data collected were from individual college websites to obtain admission policy structures and academic advising models. The secondary data were collected from the Department of Education's Integrated Postsecondary Education Data System. Analysis of the data included analysis of variance measures to identify patterns and multiple regressions examined any predictive factors in the data.;The results of the study were not straightforward and patterns varied based on institutional characteristics, such as the composition of the student population. Two main themes emerged as a result of this exploratory study. Lower levels of academic major declaration structure and shared or decentralized academic advising seemed to mesh with the needs of the full-time, more traditional college students. The non-traditional and historically "at-risk" student populations appeared to benefit from high structure admission policies by declaring their academic major at the time of admission and also seemed to have better retention and graduation outcomes when exposed to decentralized academic advising. The findings for the study point to possible policy considerations for universities in reference to the declaration of academic major and academic advising models.
机译：这项研究的目的是分析与新生入学的专业声明有关的录取政策和美国大学的学术咨询结构，以及它们与学生成绩的关系。考虑到该研究的学生成绩为第一至第二年的保留率和毕业率。学生可能不会根据研究或事实选择专业，并允许外部影响来指导他们的选择。传统的老年大学生通常没有发展性地准备进行这样的自我决定。入学时强行宣布学术专业可能会强加过早的选择，可能会对学生的成绩产生负面影响。在全国范围内，院校在宣布学术专业方面的录取政策结构各不相同。；文学将学术咨询与保留率和毕业率的提高联系在一起。学术咨询的不同组织模型似乎或多或少地影响着留住率和毕业率，并因学生的个人特点而异。;探索性研究使用了主要和次要数据集。收集的主要数据来自各个大学的网站，以获取录取政策结构和学术咨询模型。中学数据是从教育部的综合中学后教育数据系统中收集的。数据分析包括方差分析以识别模式，多元回归分析检查了数据中的任何预测因素。研究结果不直接，模式根据机构特征（例如学生人口的组成）而变化。这项探索性研究的结果出现了两个主要主题。较低水平的学术专业声明结构以及共享或分散的学术建议似乎与全日制，传统学生的需求相吻合。非传统的和历史上处于“危险”状态的学生群体似乎在高结构入学政策中受益，他们在入学时就宣布了他们的专业，并且在接受分散的学术建议时似乎也拥有更好的保留和毕业结果。这项研究的结果指出了大学在宣布学术专业和学术咨询模式方面可能的政策考虑。

著录项

  • 作者

    Workinger, Heather A.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Education Guidance and Counseling.;Sociology Organizational.;Education Higher.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 191 p.
  • 总页数 191
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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