THE TENTH ANNUAL CONFERENCE FOR THE NATIONAL INSTITUTE FOR THE STUDY OF TRANSFER STUDENTS January 25, 2012 Fort Worth, Texas

THE FACTORS WHICH INFLUENCE THE TRANSFER ADVISING PROCESS OF ADVISERS IN THE ALABAMA TRANSFER ADVISING CORPS: A GROUNDED THEORY PRESENTER: Alan L. Webb Ed.D. Co-Presenter: John Dantzler, Ph.D. Co-Presenter: David E. Hardy, Ph.D. Co-Presenter: Stephen G. Katsinas, Ph.D. The University of Alabama

PROBLEM National Transfer Rate 22% National Transfer Rate 22% Alabama Transfer Rate 4% Alabama Transfer Rate 4% Rural Transfer Rate 2% Rural Transfer Rate 2%

PROGRAM The Alabama College Transfer Advising Corps The Alabama College Transfer Advising Corps The Jack Kent Cooke Foundation The Jack Kent Cooke Foundation Purpose: Place recent graduates on community college campuses to assist with transfer Purpose: Place recent graduates on community college campuses to assist with transfer Goal: To increase the community college to four year institution transfer rate. Goal: To increase the community college to four year institution transfer rate.

SETTING Appalachian region – 35 counties located in the northern third of the state Appalachian region – 35 counties located in the northern third of the state Black Belt region – 17 counties located in the central section of the state Black Belt region – 17 counties located in the central section of the state Both regions are characterized by underemployment and poverty Both regions are characterized by underemployment and poverty Both regions were formed around an agrarian lifestyle Both regions were formed around an agrarian lifestyle

PARTICIPANTS Nine recent graduates from the University of Alabama Nine recent graduates from the University of Alabama Originally from rural communities (Seven) Originally from rural communities (Seven) Transfer students (Eight) Transfer students (Eight) First generation college students (Seven) First generation college students (Seven) Eighteen months in the field (Nine) Eighteen months in the field (Nine)

PURPOSE To develop a theory that explains the factors which exert an influence upon the transfer advising process in community colleges located in rural counties in the state of Alabama. To develop a theory that explains the factors which exert an influence upon the transfer advising process in community colleges located in rural counties in the state of Alabama.

METHOD Grounded Theory Grounded Theory Explains a phenomenon Explains a phenomenon Data collected from individuals involved in the phenomenon Data collected from individuals involved in the phenomenon Data collection and analysis progressively focused by means of theoretical sampling Data collection and analysis progressively focused by means of theoretical sampling Theory grounded in data taken from the substantive field Theory grounded in data taken from the substantive field

RESEARCH DESIGN Concept Analysis –Delineation of initial concepts Concept Analysis –Delineation of initial concepts Category Analysis – Ordering of concepts into categories Category Analysis – Ordering of concepts into categories Context Analysis – Focusing of historical, social and political environments Context Analysis – Focusing of historical, social and political environments Process Analysis – Incorporation of variation into the theory Process Analysis – Incorporation of variation into the theory Theoretical Analysis – Integration of categories into an organic whole Theoretical Analysis – Integration of categories into an organic whole

PYRAMID DESIGN

RESEARCH QUESTIONS What factors influence the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama? What factors influence the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama? How do these factors influence the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama? How do these factors influence the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama?

RESEARCH QUESTIONS  How do these factors influence each other in the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama?  Which factors exert a powerful influence upon the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama?

RESEARCH QUESTIONS Which factors exert a negative influence upon the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama? Which factors exert a negative influence upon the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama? Which factors exert a positive influence upon the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama? Which factors exert a positive influence upon the transfer advising process as it unfolds in the experience of the ACTAC Advisers who are advising students from rural community colleges in the state of Alabama?

THEORETICAL LITERATURE Prescriptive Advising Prescriptive Advising Developmental Advising Developmental Advising Deficit Remediation Advising Deficit Remediation Advising Strengths Based Advising Strengths Based Advising Academic Centered Advising Academic Centered Advising

ASSESSMENT OF LITERATURE No Transfer Advising Theories No Transfer Advising Theories Theoretical Terminology Theoretical Terminology Theoretical Generation Theoretical Generation Theoretical Grounding Theoretical Grounding

FINDINGS Institutional Factors Institutional Factors Communication Communication Competence Competence Concern Concern Personnel Relationships Personnel Relationships Support Support Environment Environment Organization Organization Senior Leadership Senior Leadership Partnerships Partnerships

FINDINGS Cultural Factors Cultural Factors Economic Perceptions Economic Perceptions Ties to the Location Ties to the Location Ties to the Past Ties to the Past Fears Fears Personal Perceptions Personal Perceptions Perceptions of Outsiders Perceptions of Outsiders

FINDINGS Contextual Findings Contextual Findings Educational Support Educational Support Educational Preparedness Educational Preparedness Educational Affordability Educational Affordability

FINDINGS Adviser Factors Adviser Factors Transfer Student Transfer Student First Generation College Student First Generation College Student Academic Background Academic Background Personal Belief System Personal Belief System Family Background Family Background Home Town Home Town Emotional Investment Emotional Investment Training Training Near Peer Advising Near Peer Advising

FINDINGS Student Factors (Core Category) Student Factors (Core Category) Goal Formation Goal Formation Academic Standing Academic Standing Personal Characteristics Personal Characteristics Background Background

INFLUENCE THOERY

CONCLUSIONS Thirty-one factors influence the transfer advising process Thirty-one factors influence the transfer advising process The influence these factors exert is nonlinear and random The influence these factors exert is nonlinear and random These factors influence each other in a singular fashion, in an enhanced fashion, and in a combined fashion These factors influence each other in a singular fashion, in an enhanced fashion, and in a combined fashion

CONCLUSIONS Cultural factors, contextual factors, and adviser factors exert a powerful influence on the transfer advising process Cultural factors, contextual factors, and adviser factors exert a powerful influence on the transfer advising process Cultural factors and contextual factors exert a negative influence upon the transfer advising process Cultural factors and contextual factors exert a negative influence upon the transfer advising process Adviser factors exert a positive influence on the transfer advising process Adviser factors exert a positive influence on the transfer advising process

RECOMMENDATIONS Replication Studies Replication Studies Focused Category Studies Focused Category Studies Quantitative Studies Quantitative Studies Transfer Advising Model Study Transfer Advising Model Study Scenario Analysis Study Scenario Analysis Study

Conclusion A look at the past A look at the past A look at the present A look at the present A look at the future A look at the future

Questions