Date of Award
Doctor of Education in Educational Leadership
Educational Leadership and Curriculum
First Reader/Committee Chair
Post-traditional students (typically defined as individuals who are at least 25 years of age, have experienced a gap in their educational journey, care for dependents, and who generally work full time [American Council on Education, 2022]), represented 35% of the post-secondary undergraduate population enrolled full time at four-year universities in the United States during the Fall 2019 term (NCES, 2020). The purpose of this phenomenological study was to understand the lived experiences of post-traditional transfer students and how their community college advising experience may have shaped/informed their advising expectations at their current university. Data was collected from six participants who shared their experiences of advising at their Community College and their advising expectations as they transitioned into the four-year institution through in-depth interviews. Through an Interpretive Phenomenological Analysis (IPA), there were three key findings: 1) Trusted Advisor, 2) High Expectations, 3) First Impressions and Experiences. This study informs higher education leaders and practitioners how best to support this student population.
Davis, Jessica, "WE WANT IT THAT WAY: POST-TRADITIONAL TRANSFER STUDENT ADVISING EXPECTATIONS AS THEY TRANSITION TO THE FOUR-YEAR UNIVERSITY" (2023). Electronic Theses, Projects, and Dissertations. 1802.