A Semester Late: A Phenomenological Study Examining the Experiences of Spring Admits in Higher Education

Autor/in	Roth-Francis, Chrissy
Titel	A Semester Late: A Phenomenological Study Examining the Experiences of Spring Admits in Higher Education
Quelle	(2013), (202 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-9477-6
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Higher Education; Admission Criteria; College Admission; College Students; Private Colleges; College Freshmen; Universities; Educational Trends; Models; Mixed Methods Research; Online Surveys; Data Collection; Observation; Registrars (School); Grade Point Average; School Holding Power; Comparative Analysis; College Housing; Student Experience; College Bound Students; Student Adjustment; Enrollment Management; Academic Persistence; College Applicants + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Collegestudent; Privathochschule; Studienanfänger; University; Universität; Bildungsentwicklung; Analogiemodell; Data capture; Datensammlung; Beobachtung; Registrars; Registrar; Registrierung; Studentenunterkunft; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; College applications; Studienbewerber
Abstract	More than 25% of new college students begin their higher education careers outside of the traditional fall start date (National Student Clearinghouse, 2012). This study examines the social, personal, and academic experiences of spring admits at a large, private research institution in the western United States. In this study, a spring admit is defined as a first-year student who applied to a four-year institution, and was admitted for and enrolled in the spring semester. Using a phenomenological framework and mixed methodology, the study was based on the stories of 18 spring admits at Western University (pseudonym). Additional data were collected using an online survey of 312 respondents, an observation, document analysis, report from the registrar, and member checking. The findings of this study indicate the greatest struggles for spring admits were in making friends, getting involved in the campus community, and in their housing assignment. Additionally, according to a report from the registrar, spring admits attained lower GPAs and retention rates compared to their fall counterparts. Implications from this study include offering increased social support for spring admits, creating more involvement opportunities, implementing improved housing arrangements, providing a streamlined academic experience, and a conducting a thorough assessment of how spring admits fit within the university's mission, infrastructure, and communications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01