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Implementing a digital information management system for advising adult students in professional education programs

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Content Running head: DIGITAL INFO MANAGEMENT FOR ADULT ADVISING

Implementing a Digital Information Management System for Advising Adult Students in
Professional Education Programs
By
Diletta M. Masiello

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

Copyright 2019
Running head: DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 1

Abstract
Nontraditional and adult learners represent an increasingly large population of students
pursuing post-secondary and credentials in the 21st century. However, their rate of persistence
lags significantly behind those of their traditional college age counterparts. This study first
explores several key reasons associated with lower persistence rates for adult students and
identifies the resulting personal, societal and economic consequences as well as the implications
of low persistence for institutions of higher education and attempt to identify the role that
successful implementation of technology can have supporting student persistence efforts.
Participants of the study included all staff with adult student advising responsibilities employed
by the continuing and professional studies school in a mid-sized, private liberal arts college in
the Northeast. These individuals were tasked with implementing use of a digital information
management system into their advising practices to support the organizational goal of an increase
of current student enrollments. Data was collected through interviews and document review and
analyzed through application of Clark & Estes Framework (2008), the study attempted to
discover how their individual and collective knowledge, motivation and the organizational
context supported or obstructed implementation of the technology to effectively support adult
student persistence. Recommendations for improvements were made based upon the findings.
Keywords: Adult students, nontraditional, persistence, advising practice, advising technology
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 2

Dedication
This dissertation is dedicated to my parents, Robert M. Masiello, Sr. and Mary J.
Masiello. Dad, you may not be here to celebrate this accomplishment with me, but I know you
are bragging in heaven; proud as can be that your daughter is a doctor! I love you Daddy, always
and forever. Mom, thanks for always being there and I mean always! Your support is priceless to
me, and the reason I exist. I love you!

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 3

Acknowledgements
This dissertation would not have been possible without the guidance and the help of several
individuals who in one way or another contributed and extended their valuable assistance in the
preparation and completion of this study.
Dr. Helena Seli, my dissertation chair, for her endless patience, flexibility and unfailing support
of me throughout the entire process.
My committee members: Dr. Holly Ferguson, for her calming influence and steadfast belief in
me when I was feeling less than self-efficacious in my doctoral journey and Dr. Douglas Lynch
for reinforcing the idea that our failures can often morph into our greatest victories and even if
they don’t, that’s okay, too.
My professors in the USC OCL program who made the processes challenging, engaging and
(almost) always fun.
My colleagues who served as my stakeholders and generously provided me with their time and
candid opinions.
Harry Styles and Pink Floyd, the music that kept me inspired and sane through long writing
sessions.
Last but not least, my family and friends, who put up with me complaining about workload,
missing important events, and generally behaving manic for the better part of two and a half
years. I could not have done this without you

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 4

Table of Contents

Abstract ........................................................................................................................................... 1
Dedication ....................................................................................................................................... 2
Acknowledgements ......................................................................................................................... 3
Introduction to Problem of Practice ................................................................................................ 6
Organizational Context and Mission .............................................................................................. 7
Importance of Addressing the Problem .......................................................................................... 8
Purpose of the Project and Questions ........................................................................................... 10
Organizational Performance Goal ................................................................................................. 10
Stakeholder Group of Focus and Stakeholder Goal ...................................................................... 11
Review of the Literature ............................................................................................................... 12
Knowledge, Motivation and Organizational Influences ............................................................... 21
Knowledge Influences .............................................................................................................. 21
Motivation Influences ............................................................................................................... 26
Organizational Influences ......................................................................................................... 30
Interactive Conceptual Framework ............................................................................................... 31
Data Collection and Instrumentation ............................................................................................ 33
Findings......................................................................................................................................... 35
Summary of Findings ................................................................................................................ 54
Recommendations for Practice ..................................................................................................... 57
Knowledge Recommendations ................................................................................................. 59
Motivation Recommendations .................................................................................................. 63
Organization Recommendations ............................................................................................... 64
Training Implementation Plan ...................................................................................................... 67
Conclusion .................................................................................................................................... 71
References ..................................................................................................................................... 73
Appendices……..………………………………………………………………………………...83
Appendix A: Participating Stakeholders: Sampling and Recruitment ...................................... 87
Appendix B: Protocols .............................................................................................................. 90
Appendix C: Document Analysis Protocol ............................................................................... 94
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 5

Appendix D: Credibility and Trustworthiness .......................................................................... 96
Appendix E: Ethics ................................................................................................................... 97
Appendix F: Integrated Implementation and Evaluation Plan ................................................. 99
Appendix G: Immediate Evaluation Instrument (Instructor) ................................................. 114
Appendix H: Immediate Evaluation Instrument (Instructor) ................................................. 116
Appendix I: Post Evaluation Instrument ................................................................................ 118

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 6

Introduction to Problem of Practice
Nationwide, the adult student population pursuing some level of post-secondary
credentials continue to grow. In 2000 6.32 million adult students were enrolled in post-secondary
education. That number increased to 8.96 million in 2010, and is expected to grow by at least
another 1.9 million by 2021 (NCES, 2015; Hussar & Bailey, 2013). Adult students are part of a
subgroup of students categorized as non-traditional (Langrehr, Phillips, Melville, & Eum, 2015;
Tilley, 2014). Since 1995, there has been a shift in the demographics of students attending post-
secondary education and over 70% of undergraduates today possess at least one characteristic
defined as nontraditional (Brock, 2010; Choy, 2002; Horn, 1996; Kim, 2002; Taniguchi &
Kaufman, 2005). Many traits have been identified to distinguish nontraditional students from
traditional students, but the two most commonly associated are age; they are over 24 years old as
compared to the traditional student age of 18-22, and their enrollment status; they attend part-
time vs. full-time (Davidson & Holbrook, 2014; Wyatt, 2011).
Adult students have a significantly lower degree completion rate than traditional students
(Giancola, Grawitch & Borchert, 2009; Justice & Dornan; Noel Levitz, 2011; Soares, 2013). As
an example, only 20% of students aged 24 or older and 30% of students aged 30 or older who
enrolled in 2003-2004 graduated within the six years compared to 64% of 18-year-olds (NCES,
2011a). However, these figures can be deceptive, as the characteristics that define a majority of
adult students make it difficult to track their progress using traditional student retention
measures. Competing external demands such as work and family obligations often require adult
students to take breaks in enrollments known as “stop out.” (Hoyt & Bradley, 2004). Adult
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 7

students also may enroll in multiple institutions throughout the pursuit of their credentials
making it difficult to track their actual time to degree (Wlodkowksi, Maudlin, & Campbell,
2002). Many institutions of higher education report they have no formal systems in place aimed
at effectively tracking student persistence and retention for the adult student population
(Bergman, 2016; Fong, Jarrat & Drekmeier, 2012; Markle, 2015). Despite a large body of work
on the adult student experience (Gigliotti & Huff, 1995; Metzner & Bean, 1987; Schroeder &
Terras, 2015; Tanguchi & Kaufman, 2005; Tinto, 1997), few studies focused on measuring the
rates of adult student success exist to inform strategies and tactics supporting persistence
(Bergman, Gross, Berry & Shuck, 2014; Davidson & Holbrook, 2014; Donaldson & Townsend,
2007; Hagedorn, 2005).
Organizational Context and Mission
The College of Professional and Advancing Studies (CPAS, a pseudonym) is the
professional studies unit of a mid-sized, religiously affiliated, four-year private liberal arts
college located in the Northeastern United States. CPAS offers both undergraduate and graduate
degree programs, as well as professional certificates, noncredit and executive programming, and
summer pre-college programs for high school students. Deeply tied to the values and larger
Jesuit mission of curis personas or addressing the needs of society through the complete care of
the individual person, CPAS aims to serve the needs of adult student populations through their
programs, policies and support services. CPAS currently supports 1000 students enrolled at the
graduate, undergraduate, and certificate levels. Of the students served, 500 are pursuing
undergraduate degrees or enrolled in undergraduate level courses, 400 are pursuing graduate
degrees, and the remaining 100 are students pursuing noncredit or certificate level study. The
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 8

average age of a CPAS undergraduate student is 29.9 years of age while the average age of a
CPAS graduate student is 35.3 years of age.
CPAS has one of the most racially diverse student populations of the entire institution
with 18% of reporting students indicating a race other than white and 12% percent of current
students are non-resident aliens (Dean’s Report to Faculty, September 2016). Fifty-four percent
of CPAS students are male and 46% are female (CPAS Enrollment Management, October 2017).
The College offers eight undergraduate level certificates, fourteen undergraduate programs, five
graduate programs, through face-to-face, hybrid and full online delivery options. Nearly three
quarters of students are part-time (enrolled in six or fewer credits per term). A staff of 27
supports CPAS, including senior level academic and operational administration, program
directors, administrative support and academic advisors. The primary goal for each CPAS staff
member is to provide adult and nontraditional students with a high quality academic experience
leading to continued character formation and opportunities for personal and professional growth.
Importance of Addressing the Problem
Low persistence rates for adult students result in lower college completion rates for
institutions, affecting workforce development, social and community contributions and the
increasing burden of national loan debt. These factors can have a profound effect on the United
States economic health and undermine important social structures (Carnavale & Desrochers,
2003; Taniguchi & Kaufman, 2005). The Organization for Economic Cooperation and
Development (OECD) reported in 2011 that the United States ranked first globally among 54-65
year olds who held post-secondary degrees, but 34
th
globally for individuals between 24-54
holding post-secondary degrees (Davidson & Holbrook, 2014). In order to maintain the current
rank of 34
th
, the US must ensure that the 1.9 million adult students expected to enroll in
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 9

postsecondary programs by 2021 complete post-secondary degrees within a reasonable period of
time (Bergman, 2016). Carnavale, Smith and Strohl (2010) report that the US Labor market
requires post-secondary education for most entry- and mid-level occupations and that by the end
of the decade, 63% of all jobs will require some post-secondary training. In 2018, there will be
approximately 22 million jobs for individuals with baccalaureate degrees but a shortage of about
three million qualified candidates (Carnavale, Smith & Strohl, 2010; Lumina, 2012). These
figures point to the importance of increasing the numbers of individuals earning postsecondary
credentials to support the United States workforce needs. Institutions of higher learning must
increase efforts on developing programs and designing policies that support the unique needs of
adult students to persist towards post-secondary degree completion.
For the organization, increasing adult student persistence leads to increased enrollments,
which generates additional revenue necessary to develop and support initiatives focused on
programs and services aimed at adult student success. Evaluating the organization’s performance
in reaching its goals enables stakeholders to gather data to use to assess the organization’s
marketing, recruiting, admissions, advising, and academic decisions in order to increase student
persistence.
It is estimated that upwards of 70% of students enrolled in undergraduate programs today
display at least one, and 40% have more than one, characteristics of nontraditional students
(CLASP, 2015). Due to the sheer size of this population pursuing secondary credentials, it can be
argued the collective academic and professional success of adult and nontraditional students is
directly linked to the success of the U.S. economy. Therefore, the need to establish programs that
support their persistence as well as developing the formal metrics that track their completion
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 10

rates towards attaining secondary credentials are inextricably entwined and must be addressed at
the institutional level.

Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which the College of
Professional and Advancing Studies advising staff is able to support the organization toward its
goal of a 10% increase of current student enrollments by the fall of 2019 through incorporating
digital information management to complement their advising activities. This analysis focused
on knowledge, motivation and organizational influences related to achieving both stakeholder
and organizational goals. As such, the questions that guide this study were the following:
1. What is the advising staff’s knowledge and motivation related to increasing adult student
persistence through optimizing the use of digital information management into advising
practices?
2. What is the interaction between organizational culture and context and the advising
staff’s knowledge and motivation to increase adult student persistence?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources related to adult student persistence?
Organizational Performance Goal
The College of Professional and Advancing Studies has a term-to-term enrollment rate of
60%. The enrollment rate is calculated by determining the net difference between students
continuing enrollments from the previous term and new student term enrollments. Though
imprecise, this gives the organization a sense of average number of enrollments each term and
helps identify dips and increases in overall numbers. The CPAS organizational goal is to
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 11

increase current student term-to-term enrollments. The Dean of CPAS established this goal in
2016 after expanding staffing to include dedicated full and part-time student advisors, an
Associate Dean of Enrollment Management, a Director of Summer Session and an Associate
Dean of Finance and Operations. The achievement of CPAS’s goal will be measured by a 10%
increase in total current student credit hour enrollments for the fall semester of 2019 (CPAS
Strategic Plan, 2016).
Stakeholder Group of Focus and Stakeholder Goal
While the sustained efforts of all the stakeholders at CPAS are necessary to achieve the
organizational goal of a 10% increase in total current student enrollments by fall 2019, it is
important to evaluate how the practices of staff responsible for advising students are contributing
to the organizational goals. Therefore, the stakeholders of focus in this study will be CPAS staff
who have adult student academic advising responsibilities. This group includes three program
directors, three full time advisors and one part-time advisor, also serves a part-time faculty
member.
The stakeholder goal is that 100% of the advising staff will implement the use of digital
information management resources to complement adult student advising activities. Meeting this
goal will result in increased speed of accessibility of student information available to the advisor
to support student persistence through continued enrollment. Failure to accomplish this goal will
result in the continued potential for the loss of information related to student academic history
that creates delays in effectively advising students towards credential completion. Information
gaps result in an inability to provide students with the information necessary to support
enrollment behaviors that encourage consecutive term-to-term persistence and result in longer
time to advance academic standing as well as earning their credential (Kasworm, 2014; Wyatt,
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 12

2011). The use of a digital information management system intends to create efficiency in the
student academic advisor/advisee relationship by providing a centralize location to store all
components of students’ academic and enrollment history creating more transparency and an
ease of accessibility. Implementation of digital information also provides students direct, 24-
hour access to their records enabling them to have more control over their academic decision-
making, identified as an important factor in encouraging adult student enrollment behavior
(Bergman, 2016; Shillingford & Karlin, 2013).
Review of the Literature
The Importance of Attaining Post-Secondary Credentials in the 21
st
Century
Post-secondary credentials may refer to a graduate degree, a bachelor degree; a two-year
associates degree or short term occupational training and certification specific to workforce
needs. Despite rising costs of post-secondary education, the benefits of earning post-secondary
credentials vs not obtaining still point to better outcomes (Ma., Pender, & Welch, 2016; Vuolo,
Mortimer & Staff, 2016; Zalabak, et. al., 2012). Individuals who obtain college degrees will out-
earn their non-degree completing counterparts over the course of a lifetime as suggested by the
premium on earnings for a college degree doubling in the last three decades. By the end of this
decade, it is estimated 63% percent of jobs will require at least some level of post-secondary
education, and one third of jobs will require bachelor degrees (Carnavale, Rose, & Cheah, 2011).
Therefore, the importance of at least some level of post-secondary educational attainment is
increasingly significant as the primary means to obtain economic prosperity in the United States’
knowledge-based economy. Ongoing changes to technology driven, knowledge based jobs have
resulted in a decrease in the need for the “blue collar worker” and driven up the premium on the
type of skills and competencies associated with the “white collar” worker. The consumption of
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 13

goods produced by low skilled workers in factories has shifted to increased demand for high-end
services, which require education intensive skills to produce (Carnavale, & Desrochers, 2003;
Van Reenan, 2011).
Factors Affecting Nontraditional Students Enrollment in Post-Secondary Education
Adult students are often from lower socioeconomic backgrounds, first generation and/or did
not receive adequate academic or social preparation for post-secondary attainment. They are
financially independent and often have dependents of their own (citation). They are often
employed and working full time while managing a family and other responsibilities. These
characteristics combine to make enrollment and persistence in the pursuit of any form of post-
secondary education difficult. Factors for student persistence common to traditional aged
residential students such as social integration (Pascarella, 1980, Spady, 1970, Tinto, 1975, 1984)
are less import to adult students who appear more affected by academic and environmental
variables (i.e., family support, employment demands, course schedules, and family
responsibilities) in predicating student persistence toward degree (Bean & Metzer, 1987;
Pascarella, & Chapman, 1983). Additionally, some research indicates that first term academic
behaviors and outcomes are better predictors of adult persistence term-to-term and year to year
than student characteristics (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006). Adult students who
earn a higher ratio of credits attempted each term also appear to be more likely to persist to
degree completion than students who earned a lower ratio of credits attempted suggesting that
momentum also plays a role in the decision to continue and that confidence in academic
performance plays a role in persistence. Students who had the largest amounts of loans and/or
grant aid showed stronger rates of persistence, suggesting that both schedule and financial
constraints have a positive effect on adult student persistence (Chartrand, 1992; Davidson, &
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 14

Holbrook, 2014). There is very little distinction between gender, race or income as causes of low
persistence for nontraditional students, but increased age shows a negative effect. Inter-role
conflict with family-school, school-family, work-school, schoolwork has been shown to have a
negative effect on adult persistence
A considerable amount of traditional student literature on retention addresses the importance
of academic achievement as a measure of satisfaction leading to increased persistence (Choi,
2005; Parker, Summerfeldt, Hogan & Majeski, 2004; and that strong academics and student
support will result in persistence whereas poor academics and poor student support will lead to
increased attrition. Bean and Metzer (1985) agree background variables can affect attrition, they
note nontraditional students defining characteristics (such as age, enrollment status and
residence) may affect the compensatory effects of academic and environmental support. For
example, if child care or financial issues present themselves to adult students, they may drop out
of school regardless of how strong they are performing academically but students who have
strong personal and professional supports may persist despite struggling academically.
Additionally, adult students often display intent to leave behaviors more obviously that
traditional students prior to actually leaving (Markle, 2015).
Adult and nontraditional students are less likely to persistent in pursuit of post-secondary
education that their traditional counterparts for a variety of personal reasons. Adult students are
juggling many competing responsibilities and may often need to “stop out” to accommodate their
busy lives. Adult students need more flexibility and access in pursuit of their post-secondary
credentials and often show intent to leave before they do. Adults can benefit from engagement
with campus facilities and stakeholders, but their unique characteristics make involvement more
difficult to manage.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 15

The influence of Signaling and Human Capital Theory in Adult Student Persistence
As detailed in this study, a significant body of literature on the subject of adult student
persistence focuses on the role of the institution in supporting student success toward degree
completion. Built into institutional concept of student persistence are strategies developed based
on measuring persistence rates against a common six-year average time to completion defined by
the US department of education (NCES, 2002). More recently, a 2014 report by the Lumina
foundation found that the average time to completion for a four year bachelor’s degree is now
seven years. However, these measurements have primarily focused on the tracked behaviors of
traditional student and therefore creates immediate assumptions about the motivations of adult
students that may be flawed. A six year completion rate, as well as the related organizational
culture that supports the integration of technology in advising adult students lay at the center of
the research of this study. However, it would be remiss not to acknowledge that in addition to the
specific traits and associated challenges of the adult student, as well as the effects of institutional
policies, aspects of Human Capital Theory and Signaling Theory may also play a role in defining
what persistence means in the 21st century economy.
Signaling Theory (ST) and Human Capital Theory (HCT) are economic theories that aim to
provide casual relationships between education and earnings. Where HCT argues that through
the pursuit of continued education individuals gain productivity enhancing skills, Signaling
Theory suggests the opposite, that education is merely a reflection inherent human capital
(Kjelland, 2008). Both Signaling and HCT theories may have an impact on why individuals
chose to pursue or not to pursue education, with the assumption being students perceive certain
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 16

levels of educational attainment are directly linked to improved earnings, yet they may differ
significantly as to the reasons students persist toward achieving a credential.
For example, as a framework HCT looks at the associations between education, economic
growth, and social well-being and suggests that the money and time spent in pursuit of education
and training in and of itself are investments that will produce increased social and economic
returns at the individual and societal levels (Becker, 1993; Chevalier et al., 2004)). More recent
literature around HCT has begun to suggest that what is more important than the quantity of
education may be the quality of education (how the time is spent learning) and when the
investment in education is made (primary, secondary, etc.) as primary factors in the formation of
human capital (Eide & Showalter, 2010). If the value of human capital is measured by a
combination of individual or workforce knowledge, skills and life experiences, it suggests that
the pathways to completion of education credentials may not need to be linear and or degree
driven and which then create new challenges to the concepts of adult student persistence. Simply
put, HCT posits that individuals pursue educational attainment to the extent they see a return on
their investment, be that investment in finances, time, and/or missed opportunity costs.
Signaling Theory, in contrast, suggests that the completion of a credential by an agent
(student) is a signal to the principle (employer) that the agent has a specific ability or skill. For
example, in the job-market signaling mode, Spence (1973) posits that an employee can signal an
employer of their ability level by acquiring certain educational credentials. If the employer
perceives those credentials are a credible indicator of the types of skills and knowledge they
require in an employee, the student then signals themselves to be a highly skilled worker
regardless of it they have actually developed the skills in question. The challenges with signaling
as a measure of ability are numerous, especially with the adult student population who have
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 17

multiple obstacles for persistence that have nothing to do with their inherent abilities (Kjelland,
2008). Additionally, the lag-time between educational inputs and outputs of formal degree
attainment continue to create gaps in skills of the workforce and raise the question if the
acquisition of skills assumed in HCT or the signaling of ability traditionally tied to formal degree
completion are becoming obscure measurements of skills.
Human Capital and Signaling theories may have an impact on advising practices in that
they must change the assumptions that the factors affecting the adult student persistence are
external or institutional and instead, economic and societal. It remains important to study the
effects of academic advising on persistence for many adult students, the degree, or “the signal”,
remains the primary goal. However, it should be acknowledged that a lack of persistence may be
deliberate on the part of the adult student for reasons unrelated to external obligation or
institutional offerings and therefore, persistence may not be the single best measure of success
with adult students. When a student pursuing a secondary credential believes that the continued
investment in school is no longer worth the time, effort, or money required attain it to their
career; or if they believe that the current level of skills obtained is sufficient enough to increase
their productivity and by relation, their earnings; they may decide to discontinue further pursuit
of the credential. In other words, students may simply stop persisting towards a degree for no
other reason than they believe they have maximized their potential return on investment at that
time resulting in stopping out behavior.
Advising practices must be able to track the reasons why students stop persisting so they
can create the appropriate interventions. For example, beyond a continuous enrollment
measurement, what role may improving strategies in career counseling play in the intersection of
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 18

increased employability and adult student enrollment behavior? Further study in this area is
recommended.
Understanding Factors Affecting Adult Students to Build Appropriate Structures,
Programs and Policies
The campus environment accounts for a considerable variation in student persistence than
any other factor and University environments often do not do a sufficient job at supporting the
needs of adult students through policies, processes and support services aimed at their unique
needs (Bean & Matzner, 1985; Bergman, Gross, Berry, & Shuck, 2014; Pascarella, 1980; Spady,
1970; Tinto, 1975). Traditional four-year, residential student institutions often have student
support services structured around the assumption that all students are attending classes full-time
and during the day time hours. Resources such as advising centers and faculty office hours are
available only on the physical campus and open during the day hours of operation. Complicated
credit transfer policies, inconvenient course schedules, lack of dedicated advising and career
support specific to adult student needs all contribute to creating artificial obstacles (Bergman,
2016; Francois, 2014; Markle, 2015; York, Gibson, & Rankin, 2015). Increasing availability of
evening and weekend classes, creating flexible degree completion programs and decreasing
overall time to degree completion through formal recognition of life experience builds
confidence in the degree persistence process, and the addition of points of access through the
implementation of technology-supported resources decreases geographical and time bound
barriers (Feghali, Zbib, & Hallal, 2011; Mohamed, 2016).
Debates existing within higher education as to which area is responsible for adult and
nontraditional student persistence including student affairs, enrollment management, faculty, and
academics creating significant gaps in services. Due to a variety of characteristics and needs of
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 19

the adult student population, the current way in which degree persistence for adult students is
measured must be recalibrated (Ogren, 2003; Flint, 2000). The adult student population has a
tendency to have a short-term focus in the degree decision-making process (Sandler, 2000;
Zaback, Carlson, & Crellin, 2012). Growth of the concept of lifelong learning is challenging the
ideas and associated practices that education has a finite and measurable end. Institution of
higher education must align their policies and service better to provide clearer pathways to
degree attainment for adult students who are often given very little guidance how to approach the
process.
Supporting Adult Student Persistence through the Advising Function
The advising relationship with adult student is complex and requires a shift in thinking
and training on the part of the advising staff. Adult students have different academic and
personal goals than traditional students and bring more personal experience and sense of
accountability to the advising relationship (Francois, 2014; Sandler, 2000). Adult students want
advisors who respect them as adults, can and do relate them as peers and recognize they have
multiple competing priorities outside of school. Empowering adult students to advocate for their
own success increases their sense of self-efficacy and contributes to retention and persistence
(Brock, 2010; Shillingford & Karlin, 2013). Adult learners spend more time on academic
matters and are more motivated, focused and serious than traditional student counterparts (Bean
& Metzner, 1995; Scott, & Lewis, 2012). Engagement is key in supporting nontraditional and
adult student persistence but it remains difficult to get these students involved in traditional
campus-based programs. Adult students often look for more of a peer mentorship relationship as
part of the advising function and therefore prefer their advisors to be more mature and
experienced. Nontraditional students, due to their diverse backgrounds and preparation, may also
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 20

need more than one advisor to support them successfully (Allen, Smith, & Muehleck, 2013).
Kasworm and Pike (1994) note that the relationships that adult students form on campus with
faculty and peers are key indicators of persistence. Adult students want advisors who treat them
like adults, understand their unique goals and appreciate their experience as part of the advising
relationship. Adult students often want more ownership of their academic progress and may be
less likely to search out advising for the same reasons that traditional aged students do (Scott, &
Lewis, 2012).
Numerous educational trends affecting higher education will affect how the advising
function does its job. Factors include diverse populations, job security, livable wages,
globalization, and accountability. Teaching and learning must directly link to all facets of student
success, which means advisors must be better connected with academics. Institutions must build
broad student success initiatives where advising is at the center (Young-Jones, Burt, Dixon, &
Hawthorne, 2013). Shockley-Zalabak (2012) talks about the value of positioning advisors as
interactive designers similar to those who develop online learning experiences. The advisor’s
primary role in the relationship is that of a disseminator of information and as a problem solver.
The successful retention of students towards credential attainment and profession success is a
key motivational factor contributing to why individuals are drawn to the professional advising
field. Adult students expect different relationships with their advisors and different services than
traditional students. They are looking for peers and mentors, for individuals they can relate to
and feel appreciate their situations. They are looking to have more control over their academic
experience than traditional students do so advisor must play the role of information disseminator
and institutional communicator and be more academic partner than just a source of procedural
guidance.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 21

Knowledge, Motivation and Organizational Influences
Employee performance and engagement increases when employees possess the
knowledge and skills to accomplish performance goals (Clark & Estes, 2008). To determine if
employees possess the necessary knowledge and skills to be successful in reaching established
performance measures, it is important to understand their level of abilities and to determine how
those abilities help or hinder their performance (Rueda, 2011). Analyzing the level of skills and
knowledge employees have with their job functions is imperative to determining how effective
they will be in completing tasks (Clark & Estes, 2008; Kirkpatrick, 2008). Research indicates
that employees who have strong foundational knowledge in their functional areas and possess the
ability to transfer and apply that knowledge to novel situations, are more engaged in their own
performance and dedicated to achieving their individual goals which result in increased value to
the individual and the organization (Grossman & Salas, 2011).
Knowledge Influences
The knowledge dimension consists of four types of knowledge that individuals construct
(Krathwol, 2002). The four types are factual knowledge, procedural knowledge, conceptual
knowledge and metacognitive knowledge. Factual knowledge consists of basic information that
Krathwol (2002) indicates present “lower order thinking skills” to recall and include things like
knowledge of terms and definitions. A second type of knowledge is conceptual. Conceptual
knowledge requires that individuals use previously learned information to integrate multiple
pieces of new information to construct knew knowledge (Krathwol 2002; Rueda, 2011).
Conceptual knowledge includes theories, models, classifications and generalization actual
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 22

knowledge, procedural knowledge. A third knowledge type is procedural. Procedural knowledge
requires individuals have knowledge of the processes, techniques and methods required to
perform a specific task (Krathwol 2002; Rueda, 2011). The fourth knowledge type is
metacognitive. Metacognitive knowledge refers to the ability of an individual to reflect on their
own learning and to consider the methods and processes by which they learn (Krathwol 2002;
Rueda, 2011). This knowledge is strategic and allows individuals to understand what they know,
what they do not know, and to develop strategies to obtain the knowledge they require to
perform (Mayer, 2011). Determining existing levels of knowledge and skills with CPAS advisors
and comparing them with similar industry standards will help identify areas of improvement in
the type’s knowledge necessary to support student retention that will lead to increased
performance towards individual and organizational performance goals (Clark & Estes, 2008).
Advisors need to have knowledge of the degree completion requirements of all
undergraduates’ programs for guiding advisees. The role of academic advising in the success
of degree attainment for non-traditional students is widely defined. However, one key area of
responsibility that researchers of student retention strategies continually agree as being
paramount to student success relates to the depth and breadth of the advisors’ factual knowledge
of degree programmatic requirements (Baron, 1999; Coll & Zalaquett, 2008; Young-Jones, et.
al., 2013). Advisors must use extensive procedural and conceptual knowledge to incorporate
students’ previous academic and professional experiences such as transfer credit and PLA to
support persistence and must serve as advocates for change when processes do not support
nontraditional student needs (Mohammed, 2016; O’Banion, 2012).
Advisors need to know how to use the technologies that support student advising
activities. Information management is one of the key components to developing effective
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 23

advising practices (Pasquini, 2015). It is imperative to recognize that the advisors’ conceptual
and factual knowledge of adult students needs cannot be independent of their procedural
knowledge of the technology available to help them track student progress towards success
(Higginson, 2000). Advisors must know how to intentionally use technology in their practice and
therefore must be educated on the capabilities and limits of each technology that comprise the
digital information management system. They must also understand procedurally how they can
best leverage the individual and collective technologies most effectively. Advisors procedural
knowledge navigating the systems may not be apparent to the students but it is integral to ensure
the consistency and comprehensiveness of institutional academic record keeping
Advisors need to understand the complex challenges and academic goals of their
advisees in the context of providing effective holistic academic, professional and personal
counseling services. The role of academic advisors remains an unrecognized profession on its
own merits, the level of training, knowledge and skills of those who have the role of advisor can
vary greatly from organization to organization and be highly dependent upon the role as defined
by the specific organization. (Abelman, et al., 2007; Aiken-Wisniewski, et. al., 2015). The
nontraditional students’ undergraduate population continues to grow and with that growth come
challenges that were unrecognizable 20 years ago (Allen, Smith, & Muehleck, 2013; Coll &
Zalaquett, 2008). These students often bring with them life-experience, time constraints, external
pressures of family and work, challenges with technology, and low self-efficacy belief due to
failures in the past educational experience (Chan, 2016; Chen, 2012; Trent, 1997). Effective
advising processes begin with advisors possessing commonly understood knowledge of the
characteristics, traits and issues unique to nontraditional students (Baron, 1999; Chan, 2016).
Advisors must know how these issues affect the student-advisor relationship and how the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 24

organization has structured polices to support the development of the advisor –advisee
relationship (Allen et. al., 2013; He & Hutson, 2016). Advisors must have the depth of
knowledge of the different types of resources this group needs outside of their own abilities and
experiences (O’Banion, 2016; Sheldon et. al 2015). Advisors must possess the conceptual and
metacognitive skills necessary to identify the changing demands associated with advising for this
population and if are they able to recognize and address any bias that may affect the way in
which to support this group based on their understanding of traditional undergraduate student
needs (Baker & Griffin, 2010; Pizzolato, 2006).
Advisors need to know how their perceptions of technology affect how they
approach advising students using digital resources. As more and more institutions of higher
education look to incorporate technology based services to track degree requirements and
manage student advising relationships, do advisor understand what types of knowledge they will
need to leverage technology assist most effectively to support student success (Thompson &
Prieto, 2013; Chan, 2016). In the development of the online advising tools, the contribution of
advisor knowledge in the design of virtual advising programs has been linked to improved
usability and functionality and increased user satisfaction (Feghali, Zbib & Hallal, 2011; Hossler,
Ziskin, & Gross, 2009). Individuals who serve in advising roles who are resistant to the transition
and incorporation of advances in advising interventions, such as online advising can contribute to
failure in the implementation of new processes and tools (Gruber et. al, 2012; Presbury &
Marchal, 2000).
Assumed knowledge influences for the CPAS advising staff are noted in Table 1 below.
They include examples of declarative, procedural and metacognitive knowledge types as
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 25

previously defined and specific to this stakeholder group as well as possible knowledge
influences and the assessments required to validate them.

Table 1
Assumed Knowledge Types, Knowledge Influences and Proposed Knowledge Influence
Assessments for Advisors

Knowledge Influence Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural,
or metacognitive)
Knowledge Influence Assessment
Advisors need to understand the
complex challenges facing adult
student persistence.

Conceptual Identification of collective definition
of the characteristic of holistic
student advising through survey
Measure understanding of goal
setting theories through qualitative
assessments.
Measure understanding of
motivation theories through
qualitative assessments.
Observation of one on interaction
with students
Survey advisees to determine their
perception of the advisors
knowledge of their academic goals
Advisors need to have
knowledge of the degree
requirements of all programs for
auditing purposes for advisees
Declarative (Factual)

Formal testing of knowledge of
portfolio of undergraduate degree
requirements.
Advisors need to know how to
use the technologies that support
student advising activities
Procedural Post technology training evaluations
and feedback. Observation to
identify transfer of learning in
utilization of the digital advising
technology

Advisors need to know how their
perceptions of technology affect
how they approach advising
students using digital resources
Metacognitive Reflections on perceived self-
efficacy related to using technology
and their perceptions of the nature of
the advisor/advisee relationship
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 26

Motivation Influences
According to Clark and Estes (2008), the study of employee motivation, in addition to
employee knowledge and organizational context, is one of three key areas to address when
diagnosing performance problems in an organization. Research on motivation has shown that
employees who are motivated by their jobs perform better, are more engaged, and more
productive in completing tasks resulting in both personal and organizational benefit (Borgoni,
Russo & Latham, 2011). Recognition of motivational influences, both negative and positive and
the effects they have over employee performance can help to diagnose productivity issues
(Rueda, 2011). Understanding factors that contribute to employee’s choices to participate or
contribute to a task, their desire to persist towards completion of that task and the amount of
mental effort they expend on achieving a certain outcome is imperative to designing tasks and
goals that leverage the organizations performance to build employee participation (Clark &
Estes, 2008)).
Expectancy value theory. Expectancy Value theory addresses the causes for the
motivation an individual has to complete a task (Eccles, 2006). At its most basic motivation
level, EVT poses two questions to an individual considering a task: “Can I do this?” and “Do I
want to do this.” Research indicates that a positive response to the former question is an indicator
that motivation to accomplish the task is a good predictor of success (Wigfield, 2006). The next
question delves a bit deeper on why a person would want to accomplish a particular task – in
other words, what value will it bring them to succeed (Eccles, 2006). There are four value
constructs to consider in EVT after determining a person’s interest in doing the task. They are
intrinsic value of the task, the attainment value of the task, the utility of completing the task and
the cost value of thee completing the task. Eccles defines the intrinsic value of completing a task
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 27

as the expected enjoyment a person will achieve by engaging in the actual task, not simply for a
specific anticipated outcome. The second form of value is attainment. This is when the
individual accomplishing the task see the activity as directly related to their identity seeks their
parent’s approval by completing their chores without direction. Utility value focuses on
considering to what degree accomplishing a task will benefit the individual’s goals by doing it. A
person attempts a diet to lose weight to improve a health condition may see a value in dieting.
Finally, the last value is cost. This reference the amount of effort that goes into accomplishing a
task vs. the potential outcomes. In expectancy value motivation to attempt a task is influenced by
several factors, including past failures and success and the feedback received from others
(Rueda, 2011).
Advisors must feel the amount of personal effort required to manage student data
in the digital advising system is worth the potential benefits to the advising function. The
time advisors must dedicate to engaging in learning the digital advising system technology,
which includes manually transferring hundreds of paper records to digital, learning the software
functionality, and establishing consistent coding conventions for student information raises
concerns about the cost value of implementation (Baker & Griffin, 2010). When advisors are
engaged in new activities designed to support advising model initiatives, it is important that they
feel the additional efforts involved are receiving priority by the institution and they do not feel
participation in the efforts are a waste of time (Hutson, 2013; Pizzolato, 2008).
Advisors need to believe that their considerable manual efforts implementing improved
advising resources are considered valuable contributions to helping the organization reach it
retention goal and their efforts are not viewed as general clerical updates to disjointed process
(Baker& Griffin, 2010; Schulenberg & Lindhorst, 2008). Advisors must also believe the digital
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 28

advising system will enable an increase in response time to students, and cannot have concerns
about how it may affect the advisor/advisee relationship (Thompson & Prieto, 2013).
Self-efficacy theory. Self-efficacy theory focuses on the beliefs people have in their
ability to perform tasks successful and meet challenges. Self-efficacy differs from self-esteem in
the sense that self-efficacy focuses on what you can or can’t do whereas self-esteem tends to
focus on a general state of self-worth (Akhtar, 2008). While a sense of high self-worth can
contribute positively to a person’s sense of self efficacy, they are different constructs. Bandura’s
(2000, 2005) models of self-efficacy focus on four main sources of self-efficacy beliefs. They
include 1) mastery experiences, or the degree to which someone is able to master a task which
then contributes to their belief they can be successful at subsequent tasks, 2) Vicarious
experiences which are essentially role models to observe and emulate, 3) verbal persuasion
which refers to the power that positive encouragement can have on building a person’s self-
efficacy and 4) emotional and physiological states which means that the context of a situation
can play a major role in the person’s ability to be self-efficacious (i.e., feeling a depressed or
dejected can affect a person’s belief in their ability to be successful at an activity or challenge.
Advisors must feel they have the ability and skills necessary to leverage implement
the digital management resources effectively to support their advising activities. With the
introduction of any new organizational initiative that results in newly established stakeholder
goals, it is important that the stakeholders feel a sense of connection with the process of
achieving those goals (Clark & Estes, 2008). Empowering advisors with a sense of ownership
over their advisor/advisee relation during the implementation of organizational driven initiatives
is imperative in keeping them feeling engaged in any change process (Mohammed, 2016;
Young-Jones et al., 2013).
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 29

Providing advisors the appropriate balance of process driven improvements to increase
operational effectiveness with a sense of personal autonomy over their ability to implement
supportive solutions on behalf of their students helps the adviser and is linked to positive effect
on building a student sense of autonomy (Braun & Zolfgharaian, 2016; Young-Jones, Burt &
Dixon, 2013). Individuals with student advising responsibility, who are appreciated for their
knowledge and experience, and encouraged to leverage their skills through autonomous decision-
making ability, contribute more actively in the advising function and to the achievement of goals
for the organization. (Hossler, Ziskin & Gross, 2009; Sheldon et al., 2015; Yarborough, 2002).
Advisors feedback related to the performance of student related intervention strategies
contributes to a sense of ownership of the process and the student relationships and increases the
perceived quality of the advisors/advisee relationship and contributes to recognition of their
contribution to the academic field (Clark & Estes, 2008; Aiken-Wisniewski et al., 2015;
Abelman et. al., 2007).
Table 2

Assumed Motivational Influences of the CPAS Advising Staff Including Some Potential
Motivational Assessment Techniques

Assumed Motivation Influences

Motivational Influence Assessment

Advisors must feel the amount of personal effort
required to manage necessary data in the digital
advising system is worth the potential benefits to
the advising function – Expectancy Theory, Cost
Value
Survey/interview: On perception of the time
on task vs. what they believe the transition
will help. Do they know how the information
collected will be used? Do they know why
the specific systems were chosen?
Advisors must feel they have the ability and skills
necessary to leverage implement the digital
management resources effectively to support their
advising activities – Self Efficacy
Interview/Survey: Do they feel using the
systems will affect their ability to do their
job? Do they feel they have been given
appropriate training to be successful?
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 30

Organizational Influences
Cultural models represent the shared mental schema and normative understandings within
an organization or unit that explain how the environment works (Rueda, 2011). They are
invisible elements of culture of which everyone in the organization is aware. For example, what
is or is not considered important and what is or is not valued are cultural models. Cultural
settings are more visible representations of that culture in action, for instance, process and
policies that support the goals and objectives stated by the organization and guide the behaviors
of all the stakeholders in achieving a common outcome. It is important that organizations are
intentional in aligning cultural models with cultural settings so that espoused values are enacted
behaviors. If this alignment does not exists, stakeholders may be unable to reach their
performance goals resulting in feelings of ineffectiveness, demotivated, and disenchantment. A
significant challenge for stakeholders occurs when unit policies and processes are misaligned
with those of the larger institution (Kezar, 2001). This misalignment challenges stakeholders’
ability to successful execute their specific goals (Burke, 2004). Not until all stakeholders are
working towards the same sense of purpose internally will an organization be able to affect
change externally (Clark & Estes, 2008). A lack of concrete, measurable goals does not lead to
creativity and productivity but to chaos and stagnation (Clark & Estes, 2008). When day-to-day
performance expectations appear to be fragmented and inconsistent and there are no standard
methods established to measure the contributions of individuals, it creates a culture of distrust in
the entire process by employees (Heinrich, 2002). There must be transparency from leadership.
This transparency must include sharing a strategy informed by data, communication of clearly
developed global and stakeholder goals and performance measures that affect change and
promote motivation and accountability (Dowd, 2005).
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 31

Table 3
Assumed Organizational Influences

Interactive Conceptual Framework
A conceptual framework serves to create alignment between existing research and the
observed behavior of the study subjects. The conceptual framework develops the map by which
the concepts affecting the study are defined and synthesized. A conceptual framework is
influenced to some degree by the researcher’s professional and clinical experience in the chosen
field of study (Merriam & Tisdell, 2016). The purpose of this study was to understand how
advisors’ current levels of knowledge, motivation and the organization context in which they
operate affect their ability to support adult student persistence efforts through the implementation
of a digital information management system (Sorvag & Landrum, (n.d.)). Through a careful
analysis of skills, behaviors and organizational culture, structure and supports (Clark & Estes,
2008), this study attempted to identify key areas of improvement to support efforts of the CPAS
advising staff in optimizing the use of digital information management resources in their
advising practices. Using the data and existing research, this study attempted to define solutions
for increasing advising productivity towards the goal of a 10% increase in current student
enrollments by 2019.
Organizational Influences
Cultural Model The organization must show how it values the
advising staff through reward systems that
encourage individual effort and collaboration.
Cultural Model

The organization must communicate expected
performance goals clearly and consistently to the
advisors through multiple mediums

Cultural Setting The organization must create an environment of
full transparency and access to information with
all advisors.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 32

To support adult student persistence effectively, advising staff must understand the
unique barriers to degree completion faced by this population, including time constraints and
completing external priorities (Bergman, 2016; Markle, 2015; Roberts & Styron, 2010; Wyatt,
2011). In an effort to overcome these barriers, advising staff must have the skills and motivation
to incorporate new technologies meant to increase the engagement of adult students in the
process of advising function that help students work towards achieving their academic goals
(Bergman, 2016; Davidson, Schwebel et al., 2012; Shockley-Zalabat, 2012). The adult student
population has many constraints preventing them from persisting; the development of strong
interpersonal relationships with faculty and advisors and a sense of community plays a strong
role in continued participation (Bean & Matzner, 1997; Tinto, 1997; Wyatt, 2011; Young-Jones
et al., 2013). The conceptual framework attempts to explore the interaction and interdependence
between advisors’ individual and collective knowledge of the needs of adult students; their
motivation for both the advising profession and this particular student demographic, and the
organization’s efforts in creating an environment that supports effective advising practices aimed
at adult students’ persistence (Figure 1).
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 33

Figure 1. Conceptual framework addressing the interconnection of CPAS advising staff
knowledge and motivation to the organizational culture to support adult student persistence.

Data Collection and Instrumentation
The study occurred in the natural setting of the CPAS offices and included all staff (eight
employees) who have direct responsibility for advising adult students. The study included the
collection of multiple sources of data to assure triangulation (Creswell, 2014). The data for the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 34

study came from interviews and a review of documents and artifacts related to advising adult
students as well as a review of processes related to a standardized advising function. The data is
organized into a set of themes through an inductive process (Creswell, 2014). The study began
with semi-structured interviews and then a review of relevant documents and artifacts.
Interviews
The interviews were conducted in a semi-structured format following an interview guide.
The questions were designed to look for themes across the advisors’ responses reflecting their
knowledge of the needs of the adult student population they serve, their understanding and
familiarity with the systems of information management available to them, their motivations for
serving in the advising role and their perceptions of the support and guidance they received from
the organization. The questions inquired into their sense of self-efficacy in performing the
advising role, their motivations for providing support, their understanding of the specific needs
and demands of adult students, and the way they feel the organization supports and values their
contribution. Questions inquired about their feelings towards the technology used to manage
information and its role in the advisor and advisee relationship, what kind of training they have
had in the technology, and the organizational culture or contexts that support or hinder their
effectiveness in integrating the digital information management practices in their advising
practice. The questions also addressed their perception of the role they see advising plays in the
organization both individually and collectively to support adult student persistence.
Documents and Artifacts
In order to recognize if advisors are implementing the digital information resources in a
meaningful way for their advisees, it is important to understand what information the advisees
are provided when they begin their studies at CPAS. A review of externally facing documents
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 35

which provide expectations, policy or process for students, was important to locate this
information. The Student Handbook is a physical document which is updated annually and
distributed to all students upon enrollment into a degree program. The Student Handbook also
exists in an electronic format on the CPAS website that is updated regularly as policy changes.
The Advisor Handbook is an internal physical document that is available to advisors and serves
to guide their interactions with students by highlighting appropriate protocols for those
interactions as defined by the organization. I compared the documents to see if the information
provided to students is consistent with what is provided to the advisors in the advising Handbook
and to determine to what extent, if any, advisors are using either resource to follow protocols and
policy. I looked for any content in both documents that addresses the use of protocols for the
digital file management system. I also reviewed the College website to see what policies and
procedures are present online independent of the Student Handbook, and to review what tools (if
any) are available for students to contact advisors and manage their academic progress. Finally,
to assure the validity and authenticity of the documents, I investigated the history behind both the
Student and Advisor Handbooks when they were originally published, by whom and for what
original purposes.
Findings
The purpose of this study was to determine how and to what degree technology in the
form of digital information management software is used in the adult student advising process
for the goal of increasing persistence. The participants were CPAS employees who had some
form of student advising as a requirement of their job. Eight individuals were interviewed.
Among them were three graduate program directors, an associate director of certificates, three
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 36

full time advisors and one part-time advisor who is also a faculty member within the college. The
study was guided by the following questions:
1. What is the advising staff’s knowledge and motivation related to increasing adult student
persistence through optimizing the use of digital information management into advising
practices?
2. What is the interaction between organizational culture and context and the advising
staff’s knowledge and motivation to increase adult student persistence?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources related to adult student persistence?
The participants of his study represent a variety of professional and educational
backgrounds. Table 3 provides the title, gender, years in current role, education and academic
credentials of each member of the advising staff interviewed
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 37

Table 4
Academic and Professional Backgrounds of CPS Advisors

Title

Gender

Professional
Background

Academic
Advising
Experience Prior
to CPAS Role
Years in
Current
CPAS
role
Academic
Credentials

Director Female Nonprofit
management,
grant writing,
research, adjunct
faculty
Part time faculty
member
Four Doctorate
Degree
Director Female Healthcare
administration
None Two Master’s
Degree
Director Male Corporate and
government law,
cyber security
Part time faculty
member
Four Doctorate
Degree
Assistant
Director
Male Academic
administration in
professional and
continuing
education, high
school educator
Part time faculty
member
Two Doctorate
Degree
Full Time
Advisor
Male International
missionary
worker
None One and a
half
Master’s
Degree
Full Time
Advisor
Male Social worker,
counselor
None Six Master’s
Degree
Full Time
Advisor
Female College residence
life staff
None Ten
months
Master’s
Degree
Part Time
Advisor,
Faculty
member
Male History professor Part time faculty
member
Five Doctorate
Degree

The data were collected over a series of individual interviews with eight participants,
followed by a review of CPAS internal advising documents and observation of the advisors
interacting with the technologies. This chapter presents the findings. The main themes that
emerged from the data were as follows:
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 38

1. Advisors have basic knowledge of the complex challenges and needs of adult students
despite reporting little to no formal training in their previous careers.
2. Advisors report they have not been provided formal training to on CPAS specific policies
and procedures and must rely significantly on peers for support.
3. Advisors view the digital information management system with skepticism and do not see
the resources as integral to their advising duties.
4. Advisors support the use of technology in the advising function, but do not see it as a
replacement for the interpersonal relationship.
5. Advisors’ motivation is primarily internal as they do not see the organization as
providing them with information, goals, metrics and rewards to drive their performance.
In the following section, these themes that emerged as part of the study are presented and
evidence is provided in the form of raw data collected in interviews with eight advisors and the
document analysis.
Theme: Advisors Have Basic Knowledge of the Complex Challenges and Needs of Adult
Students despite Reporting Little to No Formal Training in Their Professional Careers
Of the eight advisors who participated in this study, only one reported having any formal
experience providing academic support in a continuing education division prior to their
employment at CPAS. Three reported they had advised students in a faculty capacity noting that
it was primarily providing career advice and academic direction. Their responses indicated they
saw that experience as more informal and self-educated and not addressing the range of topics as
is required in their current role. For example, in regards to describing his previous advising
experience, one advisor noted, “Ah, I guess, just as a professor. You know, counseling students
after class. They want advice on a career change, or they just want life advice,” and another
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 39

replied, “So, I've had years of advising, but only the last three years have been formal advising.”
Though the CPAS advisors indicated that they were not provided with a specific definition of an
adult student nor did they receive formal training in advising theory from the organization, the
data collected through the individual interviews suggests they have managed to informally
develop individual definitions that are similar in concept to each other, if not consistent. Their
knowledge appears to have been constructed from a combination of learning on the job through
interaction with students, and in counsel with each other. The definitions of adult students
described by the advisors included, “Someone who took a leave of absence from education after
high school, or they got their GED … [and] something's happened to interrupt that, and they
appear anywhere from 23 to 24, to 60!” and “Non-traditional. That is, did not go to college
immediately after graduating high school,” and “It's someone who's working during the day or
has another job and this is part of their continuing education.” Adult students were also
described by advisors as, “Anyone who needs to be working full-time while they're also in
school,” and “I would say the primary definition is a non-traditional student; adult usually
doesn't mean 18, 19, and 20.” When asked to consider the challenges facing this population, a
few of the advisors related to their personal experiences as adult students in the construction of
their definition. On participant noted, “I immediately think of my own experience as a student….
I have received no advising in my MBA program at all really,” and another stated, “I was an
adult student as well….so I can take those experience and really empathize with what the
students were going through.” Almost all the advisors noted that external factors such as a full
time job and the demands of a family were issues facing adult students. One stated, “For me an
adult learner is someone who cannot make school their primary focus for at least some part of
the time … be it some sort of obligation that does not allow them to be this “going-to-college-is-
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 40

your-job type person,” and another concluded “Their needs are unique because they actually
have a full life, it's not just their education.” Logistical issues as well as increased flexibility and
convenience were identified as important factors when helping adult students to be successful in
their pursuit of post-secondary credentials. One advisor noted, “They need a place that's flexible,
a place that's willing to work with them on their terms, not on our terms,” and another said,
“More and more for adult students who are working full time, they're not gonna make an extra
trip to CPAS or even cut their work day short by a half hour to show up early for class and sit
down with me.” Other advisors focused on the needs of the adult student population through a
more interpersonal lens, recognizing that despite the benefits that flexibility and convenience in
part time education can bring to the students, it can also create a sense of disconnection with the
institution and contribute to a perception that there are barriers of inclusion to the community,
one advisor commented, “Those students who come to the CPAS, they feel as if they are
interlopers. They feel a little bit that they don't really belong,” and another remarked, “My
experience with adult learners has made me, I think, attuned to a unique different set of needs
and sometimes what the institution imagines that adults want isn't necessarily what they want.”
Another advisor spoke to the importance of providing adult students with a place to go for help,
even if they don’t always use it, stating, “[They] need a touch point and a point of caring, and
ideally someone who's trained to provide all these things.” Additionally, several advisors
referenced the distinctiveness of the relationship between the advisor and advisee relationship in
supporting adult students and recognized that the importance of considering the life experiences,
social and emotional maturity, and individual motivations to attend school are different for adult
students than for the traditional population. Specifically, one advisor stated that “I would expect
them to be viewing me less or I would hope that they would view me less as an authority and
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 41

more as a resource or a teammate,” and another observed, “For older students I think that there's
a lot more appreciation for what they have here... I think that there's a deeper commitment to
their academic pursuits.”
It is evident from the responses of the advisors that while they may lack a formal and
comprehensive understanding of the unique characteristics of the adult student population, they
have managed to construct working definitions that reflect the unique traits of the students they
support into their individual advising practices. Some of the most commonly shared concepts of
adult students shared by the advisors include student age, work and family obligations and
financial concerns. While these factors represent some of the key challenges to persistence
identified in the literature, they are not consistent across the advising staff. It is evident that the
personal experiences of some of the advisors have had as adult students themselves have
influenced their perceptions in way that are not shared by other advisors who have had more
traditional educational experience. The fragmented knowledge base of the advising staff may
result in situations where the advisors are implementing practices and resources available to
them to support their advisees inconsistently and may not be able to identify trends related to
persistence, such as the effect the economy can have on student enrollment behaviors.
Schraw and McCrudden (2006) note that the way individuals organize knowledge
influences how they learn and apply what they know. The advising staff has indicated they have
constructed their knowledge of the traits of adult learners through a variety of informal and
personal contexts which has affected the way they approach their advising function and the value
they place on the technology available to support their advisee’s needs. This suggests gaps exist
in both their understanding of the challenges facing the adult student population and the full
extent and functionality of the technology available to them to support student persistence.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 42

Theme: Advisors Report They Have Not Been Provided Formal Training on CPAS Specific
Policies and Procedures Necessary to Support Consistency in Advising Practices
The advisors reported that they had received little to no formal training on CPAS specific
advising processes including the use of the technologies that comprise the digital information
management system when they began their role at CPAS. The question about what kind of
training was provided elicited reactions from advisors ranging from, “I would say none. It was
very much a learn-as-you-go thing,” to “The term baptism by fire is something that I don't think
can ever be avoided with this,” to “I was trained on policy, I wasn't necessarily trained on how
you advise,” to a very succinct, “None.” The one advisor who reported having received any
form of a training experience also had the shortest tenure within CPAS, suggesting that the
practice of formal training has been employed in the more recent past though no training
protocols were available in the documentation that was analyzed as part of the study. Although
she reported her training was still very general, remarking it consisted of someone saying, "Here
is what you need to know to get your job done. There was a bunch of meetings that were
scheduled.” Another stakeholder noted “It was baptism by fire, definitely.” Of all of the
systems that comprise the digital information management system, only one is more than more
than three years old, meaning advisors with longer tenure recalled a time prior to their existence.
For instance, one of the original advisors provided the following comment on why he received
no training when he started five years ago, “They [the organization] just weren't implementing
technology specific to that role. There were things like using the university-wide platforms like
Google and things like that, but actually that was something that we had to seek out.” The
advisors with less than one year with the organization reported they had some training on the use
of the Digital Programs of Study. “Yes, [I was] the digital programs of studies that we utilize,
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 43

there's l training on how that works...” The digital program of study is an internal google
document that is intended to be used by advisors to record and monitor students’ academic
progress. The newest advisor stated, “Yeah, they sat me down and said ‘this is a digital program
of study’ we walked through it. How to use it. What the little codes mean. All that fun stuff.”
Despite limited formal training provided by the organization, advisors reported that there
is a strong sense of peer support and collegiality when it comes to their practice. When asked
about the level of collaboration within advising, the vast majority of responses were positive,
with the majority of the advisors noting, “It is entirely a collaborative activity... there's not a
single thing that I couldn't confer with my teammates about,” and another stating, “Very much
so…we will talk about a student if we have a question or a doubt. We each have a different kind
of knowledge.” Another advisor remarked, “Oh, very much so. It's a team. Particularly in the
setup we're in now, because we're all in the same room. So, it's very, very, much a collaborative
process, which is great.” However, for the program directors who have advising as but one
portions of their role, the responses were slightly different. One noted, “Certainly there are
seasoned advisors who know how to navigate the waters but … I think that a more collaborative
environment where we have some cross training where we can offer each other a back stop
would be very desirable.” Another responded, “It absolutely has to be collaborative. Because
otherwise you just have one opinion. I think this is what's great.” It should be noted this
individual was talking about the collaboration he shares with his faculty and not collaboration
with his peer program directors or other advisors.
All eight advisors identified the opportunity to attend advising conferences for adult and
nontraditional students as being the primary professional development activity they feel would
benefit their performance. One participant mentioned that, “I really want to go to the academic
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 44

advising conventions, and join the academic advising professional groups to see “how other
people do it…” One advisor felt that interacting with peers would help “show what the other
options are out there.” One advisor noted the value of, “Getting involved in advising national
organizations [so] we can do some benchmarking” and another said, “What I would like to be
able to do is go to more conferences where … I can actually sit and study and learn something
new …. I would like to do more of that. Because I think by doing that it gives me better
perspective, when I come back to the students.”
Advisors reported that limited or no training had been provided to guide them in
developing their CPAS adult student advising practices. The evidence suggests this gap includes
knowledge related to specific and general policy as well as the functionality and intended use of
the variety of technological resources available to them. The evidence also suggests that despite
a lack of formal training by the organization, the advisors report having established an organic
process of sharing and gaining new knowledge from each other. The apparent value that
advisors place on peer input, and their recognition of the importance of collaboration, is an asset
that may be leveraged to help advisors gain new knowledge in more formally constructed ways
by implementing activities that employ social cognitive theory. Denler et al. (2009) notes that
modeled behavior is more like to be adopted if the model is credible and the behavior modeled is
perceived as having a functional value. The data collected shows advisors not only perceive
each other credible resources, they are also open to sourcing information through exposure to
external sources such as peer schools and professional organizations.
Theme: Advisors View the Digital Information Management System with Skepticism and
Do Not See the Resources as Integral to Their Advising Duties
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 45

The study’s data suggest that limited-to-no explanation provided by the organization of
the intended purpose of the technologies available to them, inconsistent training, and no
measurable follow through on usage have resulted in an environment where advisors do not view
the time and the effort required to implement the digital resource management system into their
advising practice as useful or valuable and therefore are not motivated to use it consistently. One
advisor described her introduction to the technologies available to her as being very vague and
brief, “Here's what we use this for. After every meeting you have with a student, you'll write a
few notes.” She also reported that she was never told why tracking the student information was
important and noted that no one seem to review the information she has been asked to track.
Another advisor saw the technology as having no specific organizational function but is “Stuff
that we have said we have a need for … and it's been piecemealed out in terms of well, here's a
specific task, can somebody, who did not necessarily communicate with anybody else, find a
way to bandage this?” Another participant outright questioned both the utility and the value of
the process, “Hey, if we're gonna get something, what's the end game with it? How does this
make my life more efficient, how does it make things easier and how does it benefit the
student?” suggesting he did not feel as though he has been provided with appropriate justification
and purpose for what implementation of the technology is intended to achieve. Another advisor
felts that the process had little value because there is no follow through on training or usage, she
said, “I find [in] this place nobody is checking on how things are done. I mean the training, that it
has to be training with follow-up, and training with standards, and training with double
checking.” Another advisor noted that because the different systems are not interconnected, the
time spent on using them is wasted in process instead of substance and claimed, “A lot of time is
lost in trying to navigate systems that don't talk to one another.”
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 46

To provide context to complexity of the digital information management systems, five
different digital advising resources are currently available to advisors. They include UIS, which
is the central University Information System and is directly linked to the Registrar. Knolij, which
is a standalone software system, meaning it does not “talk” to any other system. Advisors are
supposed to use this system to track conversations with their advisees by entering notes from
individual advising sessions. Pharos is another standalone software intended as a repository for
advisors to record their interactions with their advisees and is very similar in functionality to
Knolij. No formal distinction between the systems has been communicated by the organization
nor is there any documentation available which specifically recommends the use of one system
above another. Despite being used to tracking the students’ academic history as previously
described the Digital Program of Study does not automatically interface and update with UIS.
Updates to students’ academic records are officially recorded on UIS and must be manually
inputted into the Digital program of study by the advisor assuming the advisor is made aware of
the change by the student. Additionally, the Google form that comprises the Digital Program of
Study has been updated in the past year but only students who have enrolled in the last academic
year have records in the new version of the form, students enrolled prior to academic year 2019
are still managed in the older version meaning there are two different versions of the same
document mean to track information. Finally, there is Calendy, which is a web based software
that is integrated with the advisor’s calendars so students can make advising appointments
directly online. As noted previously, a review of limited documentation available to the advisors
provides no context for the intended usage of each technology nor are there any comprehensive
onboarding processes for new advisors to train them on the use of each system. The 2019 version
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 47

of the Student Handbook, which is provided to each student upon matriculation into a program
does not mention the digital program of study as a resource.
The evidence suggests advisors do not see value in either the effort it takes to implement
the digital information system nor the benefit to themselves or their students. Additionally, the
technology is viewed by advisors as having being imposed upon them with very little input on
their part and no apparent strategic organizational purpose. When question about the process for
input into new systems, the advisors noted that, “The new programs seem to be added once a
semester, or twice a semester, just, ‘Well, we'll throw this in there. Let's see how that works. But
are we getting rid…? Oh, no, we're sticking with the other one." These findings suggest that
advisors are not motivated to use the technologies beyond the minimum level of compliance and
do not see a value in technology to improve their performance in serving adult students. As
previously noted, the full functionality of the technology available to the advisors is reported as
not being recognized by the stakeholders. They note they are not aware of its use beyond the
most basic administrative functionality. This knowledge gap therefore asks the question, if they
were better educated on the extent of the capabilities of the technology for functions such as data
collection to inform process, might they value the implementation of it into their advising
practices differently? Further study in this area is recommended.
Theme: Advisors Support the Use of Technology in Some Aspects of the Advising Function,
but Do Not See It as a Replacement for the Interpersonal Relationship
For at least half of the advisors interviewed, when asked about the role technology plays
in the interpersonal relationship, the following statement sums up their feelings, “I'm going to get
on a little soapbox right now; technology is a great tool, but my fear is that it takes our place in
some ways. That relationship is so important to student persistence.” Additional participants
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 48

responded similarly, stating, “Well that's it, it's talking, so it's not technology,” and “It helped
with, ‘now you're registered for your summer class,’ that important stuff, but in terms of a
driving force of our relationship, outside of email communication, I would say no,” and another
remarked, “I think a lot of our students, they like talking to someone... some of that might be
because I have some older students who are just more comfortable with that. The younger
students, they're fine with it [the technology].” Even the advisors who shared skepticism about
implementing the digital information management system in their practice were not completely
adverse to the concept of technology being able to enhance the advising process in some form.
Many seemed to recognize it can be a compliment to the interpersonal process, with one noting
that when done well, technology can make the “logistics and mechanics run smoother so there is
more time to focus on the relationship.” They did not see it as a possible replacement for the
interpersonal process, with one advisor who noted, “Technology facilitates up until the moment I
meet with them, then the follow-up. Some of the very minor logistical pieces while I'm in that
space with them. So it plays a significant role.” Technology’s potential for providing clerical
support was a common theme, one advisor noted, “I think it's great for tracking information. I
think it helps with how we communicate.” Another advisor observed, “I think we all need more
technology training. I just feel like I'd be able to, maybe I'd learn better ways of communicating
with the students.” One advisor goes so far as to suggest that the strategic implementation of
technology is imperative to effectively support adult students in advising saying, “I think if the
university better leveraged technology and better leveraged remote assistance with a lot of
academic support, administrative pieces… I think it's inevitable that the university has to do
that.” Another advisor points to the value of implementing technology to support student
focused reflective practices whiles building a scalable environment:
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 49

As we start to have more students, I think there is a way to move some of the advising
process online because a lot of the conversations we have require the students to sit and
think about what it is they're trying to accomplish. If you could have them go through
some of that reflective piece before showing up in my office … it would give us a little
more meat to work with.
Despite concerns that technology can never replicate the interpersonal relationship
required for successful student advising, the advisors expressed varying degrees of openness to
the idea that technology can play a role in supporting the advising function. These cautious views
may be attributable to the fact that much of their knowledge has come as a result of personal
experience and anecdotal student interactions internal to the CPAS environment.
As Pintrich and Schunk (2002) note, the accuracy of self-knowledge is crucial to
learning. While the advisors have some experience in using the technology, they may not realize
that a lack of formal training is limiting their knowledge of the ways in which it can be leveraged
to enhance their jobs and support their advising relationships most effectively. This knowledge
gap, combined with a lack of organizational performance goals and clear measurements of
performance as noted in the next theme suggests that they see the implementation of technology
as a potential threat to their jobs instead of an opportunity to improve their performance.
Despite the fact that the advising staff do not report a lack of understanding of the
technology as limiting their ability to use it, further training in best practices for technology use
within advising may relieve them of their suspicions that technology is meant to replace the
interpersonal components of advising in general and their jobs specifically. Currently, this belief
is contributing to their resistance to implement technology in the most meaningful way, and also
to limiting their desire to help identify what those meaningful ways may be.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 50

Theme: Advisors’ Motivation is Primarily Internal as They Do Not See the Organization
as Providing Them with Information, Goals, Metrics and Rewards to Drive Their
Performance
All of the advisors reported the organization was a place of limited transparency, with
one advisor referring to it as having a “hierarchy of information.” They reported that the
information they receive is inconsistent illustrating their perceptions to the value and usefulness
with sentiments such as, “Sometimes yes and sometimes no. Consistently, with 100% accuracy,
absolutely no,” and “No, not always. It depends on what information I'm seeking,” and “Huh,
good question. I think it gives us the information, yeah. I think it does. Until it doesn't,” and “I'm
told I can't very often, when I don't understand why, and then no alternative is offered. No
feedback on what different direction they'd like you to take it in. That is what makes it tough.”
The difference in job responsibilities between those who advise full time versus those who
advise as part of their jobs is reflected in their positive perspective of their relationship among
each other, but stays consistent with their negative perceptions of the how much the organization
does to promote collaboration. “No, I think for the most part us all, we, meaning program
directors, operate completely independently…. so I don't feel supported in that. I don't even feel
like I get any direction in that,” and another said, “No, I think. I think professional degrees,
they're new at it and they don't know how to deal with it.” Another advisor reported feeling a
complete lack of direction, remarking, “I feel like I've been doing pretty damn well without very
much support.”
In response to a question of how their advising performance is evaluated by the
organization, most advisors reported while they received an annual evaluation, they are not
provided with regular and useful feedback on their performance. They also expressed their belief
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 51

that advising performance is not a distinct metric against which their performance is evaluated
with statements such as, “I find often that in that annual review, I am surprised by some of the
information or feedback that I'm getting,” and “I never got feedback. I never got a discussion. It
[advising] was never a topic.” Another advisor claimed that whatever they were being evaluated
on, “It's definitely not on my advising,” and another referred to her most recent formal evaluation
by her boss by noting, “I know he wrote his evaluation at the last minute just by some of the stuff
he included. He included what was in his recent memory, and not necessarily what happened six
months ago, which I thought was interesting.” One participant responded to the question of what
their performance was measured stating, “That's a good question. I don't know.” Several
advisors’ responses indicated they believe that if their advising performance is considered at all it
is by a lack of negative data rather than a review of positive data. As one advisor noted, “I think
if my advisees were complaining… that would be noted,” and another concurred with that
sentiment, noting, “All my advisees are happy, so, they're not evaluating me based on that,” and
another noted a similar perception that lack of data is perceived as a valid measurement of
success stating “They have no clue how happy students are, or maybe there's a bunch of
dissatisfied ones out there, I don't know. I don't think they have any idea.”
Additionally, advisors expressed frustration at the lack of data used to measure their
performance and provide them guidance to improve their practice. This suggests that while they
seem to believe that as long as they have happy students, the organization will be happy with
their performance. However, they noted concerns this could change in an instant because they
perceive what information exists to be primarily anecdotal. One advisor explained, “What's
important about that is that's feedback that is received by single communication. It's not
information that is received by any formal data collection method,” and another shared a similar
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 52

perception regarding the lack of data, “I don't know that there's any real way to measure the
efficacy of our advising though. At least not in the way that things are structured currently.” One
advisor explained that during a recent review of her academic program in which she was told her
performance was also being reviewed, a survey was sent to her students to discover their
happiness with the program. She noted, “It wasn't about me and my role, it was more like how
are the classes you're taking, it was that kind of stuff.”
The absence of clearly defined goals was also an issue and advisors indicated that they
were forced to establish their own metrics for success. One advisor remarked, “Goals? Goals?
Good performance? Good performance? I worked my tail off first time around …. I've never had
anyone expect anything of me as an advisor from the organizational side,” and “When I look
how I'm evaluated, I just look at how successful my students are, the input that comes from the
big university, what comes in from our town, with the government, and private industry and then
in my ranking. I set my own [goals],” and another said, “I have my own goals where I see a
success for students and for what I see as success for the program and I just go on that, I go on
my own goals.” Advisors noted that rewards for good performance, however defined, were rare
and often the only acknowledgement of their performance was when something went wrong.
Responses about rewards included, “Here, they don't evaluate you on your successes, what they
try to do is find ways to, I guess, instead of lifting you up, to keep you down and that's just not a
good way but that's what they do,” and “They don't reward anyone for anything, it's punitive.
You're only acknowledged when you do something wrong,” and “There’s no reward where ... if
you do something really good you're told it's not academic enough. Or if you've become too
academic, you're trying to outshine our school. So you can't win under this environment.” One
advisor even suggested that keeping their job was the reward for good performance, “They keep
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 53

you on.” he said,” There are very limited ways for advancement, here, because it's a small
community. But they keep you.”
Advisors indicated they do not believe that their performance is evaluated in any
meaningful, regular, or consistent way by the organization. The also do not perceive the existing
reward systems are conducive to or supportive of the achievement of individual or organizational
goals. This includes a lack of any measurements that are associated with their advising
performance and the implementation of any of the digital resource available to them into their
practice. Clark and Estes (2008) note that in order to effect change, the organization must begin
by addressing motivation influencers. The data suggest that advisors do not understand what the
intended use of se the digital information management system is, nor do they possess the
knowledge, skills and resources needed to be successful in implementing it into their advising
practice. The advisors reported that the organization has not established formal goals for them
nor do they know what they are measured on in terms of success. Advisors also do not feel as
though they are rewarded for good performance, in fact, several advisors feel that any
recognition they receive comes in response to a behavior or level of performance that is seen by
the organization as unsavory or negative, though they often do not know what they specifics of
their transgressions are. Advisors also feel that the transparency of information in the
organization is limited and communication is inconsistent and hierarchical. They also report they
do not feel they can count on the quality, quantity and context of the communication they receive
from the organization to support their efforts.
Despite the performance gaps created by limited organizational training, inconsistent
rewards and poor communication reported by the advising staff, the group appears to remain
very committed to providing their students with what they believe to be the best service they are
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 54

capable of personally providing. When asked what keeps them motivated if not an expectation
for reward or recognition, the responses focused on the students, “I love when I make a
difference in someone’s day. When a student comes in and is like, I just had the best class last
night that makes my day,” and “The thing I always come back to is: it's all about the students.
All about the students. Without the students, none of us would be here,” and “I really feel that
sense of passion for my students. I love that I get to serve these students and have them have a
really positive experience. That is fulfilling to me.”
These responses suggest that they are at least partially driven by a strong sense of
intrinsic motivation to the obligation they have to provide guidance to their advisees. The CPAS
advisors’ responses suggest that they prescribe to a developmental approach to advising, which
means they see the relationship they have with the student as less authoritarian and based more
on equal and shared responsibility and learning (Crookston, 1994). This uni-directional
approach may contribute to a sense of increased self-efficacy through both mastery and vicarious
learning for the advisor and is far more appropriate for the adult student population’s needs
(Bandura, 2000, 2005). Further research on the role that the use of specific advising theories
plays on the intrinsic motivation of the advisor is suggested.
Summary of Findings
The data collected indicates that members of the CPAS advising staff possess varied
levels of working knowledge of the traits specifically associated with the adult learner, their
knowledge has been constructed informally and independently. They do not share a formal,
common definition of adult student challenges which is necessary to inform consistent advising
practices and may negatively affect efforts to increase CPAS’s adult student persistence.
Additionally, gaps in knowledge created by the lack of formal training related to CPAS policy
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 55

and processes has resulted in the inconsistency of use of the digital information management
technologies intended to track student progress towards persistence and credential completion.
Though the advising staff did not report that they suffered any lack of confidence with their
understanding of how to effectively and most efficiently use the technology that comprises the
digital information management, due to FERPA related challenges, I was unable to observe them
interacting with the technology and therefore, cannot state with certainty that they are using the
systems correctly. A future study focusing on advisors direct interaction and application of
technology as part of their individual advising sessions may be useful to determine if the is a lack
of procedural knowledge and if a lack of self-efficacy in the process is contributing to their
motivation to use it.
The gaps in knowledge of formal CPAS policy and process identified in the data analysis
are negatively impacting their ability to provide the most effective services to their advisees
through the application of consistent services and interventions, however, advisors do not report
concerns with their factual knowledge of the specific requirements for degree completion which
suggests they possess or are able to locate the information they need to provide their advisees
guidance on basic institutional academic requirements. Despite the gaps in knowledge identified
in the data, it is important to note that the advising staff appears to have created a collaborative
environment where they are able to effectively leverage the individual skills and competencies of
each other to help them fill in knowledge gaps.
Advisors also report a lack of motivation to use the digital information management
system which appears to stem from their collective perceptions of the complexity and effort
necessary to use the systems, and the value that the data tracked contributes to their ability to
improve their performance. This skepticism of the utility and cost value of implementing the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 56

digital information management resources into their advising practices is also connected to gaps
in their comprehensive understanding of the needs of their students, the functionality of the
systems available to them, and the lack of transparency by the organization as to the purpose of
the system implementation and the intended use of the information that is collected.
In terms of the organizational influences, data indicated that CPAS has not provided the
advising staff with specific goals or rewards. The organization is perceived by the advisors as
providing feedback only when the action requires punitive attention. The lack of individual goals
limits the staff’s understanding of how their role fits into the organization’s larger strategy and a
culture comprised of mostly punitive feedback can decrease their motivation to take risks.
Additionally, the advisors do not trust that the communication they receive can help them do
their jobs better. Despite these gaps, however, the advisors reported they felt they had autonomy
to do their work and maintained an internal drive to help their students succeed to the best of
their ability.
Finally, it should be noted that despite the fact that serving nontraditional students is at
the core of CPAS mission, the organization has not dedicated any sustained or meaningful efforts
in assuring its advising staff has the best foundational knowledge, skills, and support systems in
place to be as effective as possible to supporting this population achieve secondary education
credentials. Misalignment of espoused versus enacted values by leadership is evident in existing
organizational practices. Ambiguous performance measures, a lack of formal training in
contemporary student advising theory and the perpetuation of convoluted and inconsistent policy
and processes suggests the organization is not committed to its core objectives of supporting
nontraditional and adult students and will continue to struggle to meet organizational goals.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 57

Further study to identify possible gaps in knowledge or motivational influences of leadership that
may be contributing to the decisions to not prioritize advisor training is warranted.
Recommendations for Practice
The below section provides a review of the knowledge, motivation and organizational
gaps identified among the CPAS advising staff through careful review of the data collected and
provides context specific recommendations for practice to address gaps leading to better
performance as well as recommendations to leverage the assets identified. Table 4 lists the
influences that were validated as cause gaps in knowledge, skills and organizational contexts.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 58

Table 5

Summary of Validated Knowledge, Motivation, and Organizational Influences and
Recommendations

Knowledge, Motivation
and Organizational
Influence
Principle and Citation Context-Specific Recommendation
Findings: Advisors will
benefit from increased
knowledge of issues and
challenges facing adult
student persistence.
Information processing
theory (Schraw &
McCrudden, 2006)
How individuals organize
knowledge influences how
they learn and apply what
they know
Provide information to the advisors
about the characteristics of the adult
student population to establish a
commonly understood definition of
adult student needs would support
their learning
Advisors will benefit from
increased exposure to best
practices in in advising
theory.
Social Cognitive Theory
Modeled behavior is more
likely to be adopted if the
model is credible, similar
(e.g. gender, culturally
appropriate) and the
behavior has functional
value (Denler, et.al., 2009)
Provide training that exposes
advisors to peer/model/school that
represents best practices of the
strategic value of incorporating
technology in advising activities
based on that training, have advisors
identify ideal uses for the technology
to support student success in their
own role.
Advisors will interact more
consistently with
technology if they are
provided justification for its
use and are allowed to
contribute to the
development of process
Rationales that include a
discussion of the value of
the work or learning can
help learners develops
positive values (Eccles,
2006; Pintrich, 2003).
Learning and motivation
are enhanced if the learner
values the task (Eccles,
2006)
Provide advisors with the
opportunity to discuss how they use
the systems in their student
interaction and how it might be
improved to create more value to
their advising relationships and
provide advisors with opportunities
job aids that help them understand
how technology can support
student/advisee interaction.
The organization can
increase advisor
engagement by rewarding
positive behavior in
meaningful ways and
creating consistent feedback
processes to guide advisor
performance
Effective change begins by
addressing motivation
influencers; it ensures the
group knows why it needs
to change. It then
addresses organizational
barriers and then
knowledge and skills needs
(Clark & Estes,
2008).
The organization will demonstrate
confidence in the advising staff by
establishing formal opportunities for
advisors (individually and
collectively) to contribute to making
key decisions affecting the way in
which students are supported.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 59

The organization can
improve advisor
performance by providing
defined goals for
performance expectations
and then supporting
advisors in reaching those
goals
Effective organizations
insure that
organizational messages,
rewards, policies
and procedures that govern
the work of the
organization are aligned
with or are
Supportive of
organizational goals and
values (Clark and Estes,
2008).
The organization will provide
advisors with clearly defined
individual and collaborative
performance metrics that are directly
aligned with the implementation of
the digital information management
system.
The organization can
improve advisor
engagement and
performance by establishing
clear and consistent
channels for communication
must create an environment
of full transparency and
access to information with
all advisors.
Effective change efforts are
communicated regularly
and frequently to all key
Stakeholders (Kotter,
2012).
The organization will increase
transparency by establishing and
maintaining quarterly individual and
group meetings to review
performance to goals and engage in
dialogue about improvements.
Knowledge Recommendations
The data revealed gaps in knowledge which may create barriers to the advisors’ ability to
effectively inform their advising practices, including the meaningful implementation of the
digital information management system resources. Provided in the table are also the key
theoretical principles associated with the assumed knowledge influences. Using the Clark and
Estes (2008) framework, strategies for addressing gaps in performance caused by absence of the
prioritized knowledge influence are suggested through the provision of information, jobs aids
and training.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 60

Recommendations for addressing gaps in advisors’ knowledge of adult student
characteristics, generally, and CPAS advising process and procedures, specifically. The data
indicates that the advisors have some basic understanding of the types of challenges facing adult
student and their behaviors to persist, but their knowledge has been constructed through
primarily personal experience and insights and not from evidence based research focusing on
factors affecting adult and nontraditional student persistence. In order to address the gap in
knowledge of adult student characteristics created by informal learning, information processing
theory can be utilized. Specifically, Schraw and McCrudden (2006) find that how individuals
organize knowledge influences how they learn and apply what they know. This suggests that
providing information to the advisors about the characteristics of the adult student population to
establish a commonly understood definition of adult student needs would support their learning.
This information would include topic specific readings, reflections, conference attendance and
role-play situations.
According to Kasworm and Pike (1994), adult students want advisors who treat them like
adults, understand their unique goals and appreciate their experience as part of the advising
relationship. In addition, adult students, due to their diverse backgrounds and preparation, may
also need more than one advisor to successfully support them (Allen, Smith, & Muehleck, 2013).
These unique characteristics affirm that advisors would benefit from a more formal
understanding of adult and nontraditional student challenges.
Recommendations for addressing gaps in advising knowledge of CPAS-specific
advising processes, polices and technologies. Advisors indicated that they have not received
any formal training related to CPAS advising policy and processes including use of the
technology. They note they often have “solutions” presented to them with very limited input and
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 61

no clear objective for how to effectively implement in their advising practice. They also note that
what policies and processes they know of are inconsistent and irrelevant. Eccles (2006) finds that
learning and motivation are enhanced if the learner values the task. This suggests that advisors
should actively participate in informing, developing and implementing CPAS specific processes
and policies in order to enhance their student advisee interaction, including implementation of
technology recourses. There must be a consistency in the implementation of process and policies
to ensure student fairness. The recommendation is to allow advisors to contribute to the annual
construction of CPAS Advisor Handbook by allowing them input into formal training and
onboarding manuals that are reflective of their collective knowledge and experience.
Shockley-Zalabak (2012) finds that numerous educational trends affecting higher education
will affect how the advising function does its job. Factors include diverse populations, job
security, livable wages, globalization, and accountability. Advisors must recognize the demands
on time and attention of adult students and creating policies and structures that promote
connection to the campus without necessarily being on campus (Scott & Lewis, 2012). Providing
advisors with a formal instruction manual on system capability gives context for why regular use
of the information management systems can be a valuable tool to help analyze trends necessary
to develop new strategies and interventions in their practice.
Recommendations for addressing gaps in advisors’ knowledge related to effective
implementation of technology in designing quality advising practices. Advisors indicated that
while they feel that technology plays a role in advising, it is mostly for managing clerical related
functions such as scheduling appointments. They reported limited understanding of the ways in
which the use of technology can be leveraged to improve the student and advisee relationship
and to support adult student development. Their perceptions of the value of technology use in the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 62

advising relationship are limited to what they have developed informally as part of their current
CPAS role and lack a broader understanding of how technology is leveraged outside of CPAS.
Denler et al. (2009) posit that modeled behavior is more likely to be adopted if the model is
credible, similar (e.g., gender, culturally appropriate) and the behavior has functional value. The
recommendation is to provide training that exposes advisors to peer and model schools that
represent best practices and strategies for effectively incorporating technology in advising
activities and based on that training, have advisors reflect on how the new information has
altered their personal perceptions of the role of technology in supporting student success.
Young-Jones, Burt, Dixon, and Hawthorne (2013) suggest that the successful retention of
students towards degree attainment and professional success is a key motivational factor
contributing to why individuals are drawn to the professional advising field but note that
advisor’s primary role in the relationship is that of a disseminator of information and as a
problem solver. Bean and Metzner (1987) discovered that academic and environmental variables
(i.e., family support, employment demands, course schedules, and family responsibilities) were
more important than social integration in predicating student persistence toward degree
attainment. Scott and Lewis (2012) found that adult students want to feel more ownership of
their academic progress and may be less likely to search out advising for the same reasons that
traditional ages students do. Advisors must be cognizant that their personal opinions of the
values of technology in the advising relationship may be directly conflicting with the needs,
preferences and demands of their advisees. Advisors must see examples of how the integration of
technology as an advising tool increases student success for them to appreciate how technology
can supplement their performance and not hinder it.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 63

Motivation Recommendations
According to the Clark and Estes (2008) framework, in addition to knowledge influences,
another cause of gaps in stakeholder performance is the motivation associated with completing a
task. They describe three key factors, which influence to motivation and they include the choice
to begin a task, the ability to persist in completing that task and the amount of mental effort they
are willing to expend on the task. The specific influences identified in the data analysis that
affect the advisors’ motivation to implement the use of digital information resources into their
advising practices are summarized in table 4. Recommendations regarding motivation influences
are included based upon corresponding theoretical principles of expectancy value theory (Eccles,
2006; Pintrich, 2003).
Cost/benefit and utility value. Advisors reported that time spent navigating the
complexity of the technologies, combined with little to no organizational explanation as to the
intended purpose of incorporating the systems into their advising practices, has resulted in a
perception that the time and effort required to implement the system in their advising practice
results in no measurable benefit to their performance or the students. Eccles (2006) finds that
activating personal interest through opportunities for choice and control can increase motivation.
Recommendations for improving motivation include allowing advisors to choose the specific
systems they believe provide the most value to them in supporting their ability to perform their
advising duties. The value an individual places on completing a task is dependent upon several
variables and include if the person enjoys the task and do they see completing the activity as
important to achieving their goals (Eccles, 2006). Individuals who serve in advising roles who
are resistant to the transition and incorporation of advances in digital advising interventions, such
as online advising, can contribute to failure in the implementation of new processes and tools
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 64

that are integral to student success (Gruber et al., 2012; Presbury & Marchal, 2000). Advisors
must believe the additional time spent entering student data into their choice of digital
information system will result in improving their ability to efficiently and effectively respond to
student demands therefore, they must be given the choice to utilize the digital system functions
that they perceive best align with the needs of their students. To show the utility of an activity, it
is important to establish rationales that include a discussion of the value of the work or learning
can help learners develop positive values (Eccles, 2006; Pintrich, 2003). The recommendation is
to provide advisors the opportunity to discuss how they use the systems in their individual and
collective student interactions and how the systems or processes might be improved to create
more value to their advising relationships. Pintrich (2003) suggests that to increase motivation in
stakeholder’s materials and activities, they should be relevant and useful to the learners,
connected to their interests and based on real world tasks. Research has shown that in the
development of new advising interventions, such as online tools, the contribution of advisor
knowledge in the design of the advising programs has been linked to improved usability and
functionality and increased user satisfaction (Feghali, Zbib & Hallal, 2011; Hossler, Ziskin, &
Gross, 2009). Allowing advisors to provide direct input into the functionality of the digital
advising system gives them a sense of control and ownership of the process and enables them to
design systems that meet their specific needs.
Organization Recommendations
The third component of the Clark and Estes (2008) framework are the organizational
influences affecting gaps in performance of advisors to meet their individual goals. Influences
that have been validated are noted in table 4 along with recommendations for addressing the
associated gaps in performance. The influences include the value the organization places on role
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 65

the advising function plays in reaching global goals through rewards system, the clarity in which
goals are established, and the consistency with the measurement towards those goals, and a
transparency of feedback and relevant information required to support the advising staff in
meaningfully implementing the available digital information resources into their advising
activities are examples of cultural models and settings that can affect stakeholder performance
(Rueda, 2011).
Cultural model - reward systems. Advisors reported that the organization does not
provide individual or collective rewards for good performance. Some claim the only time they
receive any recognition of performance is when their performance is criticized. Clark and Estes
(2008) report that effective change begins by addressing motivation influencers and ensuring that
the stakeholders know why they need to change. It then addresses organizational barriers and
then knowledge and skills’ needs. CPAS can demonstrate its confidence in the advising staff by
establishing formal opportunities for advisors (individually and collectively) to contribute to
making key decisions affecting the way in which adult students are supported. When
implementing change, it is important to understand that employee values and beliefs influence
their interpretations of organizational policies, practices, and procedures (Schneider et al., 1996).
Understanding the perspective of the employees clearly is vital to successful change management
(Buckingham & Coffman, 1999). If the advising staff does not believe that both their collective
and individual input is valued, they will resist change efforts that require them to increase their
efforts. Recognition is a powerful reward that can help further engage those who participate in
making ideas happen (Belsky, 2012). Allowing the advising staff to participate in key decision-
making activities related to implementation and use of digital systems they are required to use
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 66

provides them with a sense of ownership of the process, gives them more control over their
performance and signals that leadership values their contribution.
Cultural model – goals. Advisors reported that the organization does not set specific
performance goals related to advising for them, and most indicated that the organization does not
set performance goals for the organization in general. They noted that they are often working
toward performance goals they set for themselves and may not align with larger organizational
expectations. Many said they did not receive any feedback until they have done something that
the organization identifies as negative. Effective organizations ensure that organizational
messages, rewards, policies and procedures that govern the work of the organization align with
and are supportive of organizational goals and values (Clark & Estes, 2008). The organization
must provide advisors with clearly defined individual and collaborative performance metrics that
are directly aligned with the implementation of the digital information management system and
they must commit to regular reviews of performance with appropriate feedback to ensure
advisors are able to meet stated goals.
Cultural setting – transparency. Advisors indicated that the communication they
receive from the organization is sporadic, inconsistent heavily top down. They reported they do
not feel they can count on the organization to provide them information required to perform their
duties effectively. The advisors also reported that this lack of transparency results in a sense of
frustration and the common belief that the organizational does not value their input into
important issue enough to engage their opinion into making important decisions. Effective
change efforts are communicated regularly and frequently to all key stakeholders (Kotter, 2012).
The organization will increase transparency by establishing and maintaining quarterly individual
and group meetings to review performance to goals and engage in dialogue about improvements.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 67

Senge (1990) states that participation is needed at all levels to incorporate change. This means
that leaders must identify and communicate the current state of the org and then compare it to the
vision to create tension. The scope of the responsibilities of the advising staff is significant,
complex and often chaotic. The organization must actively engage with stakeholders in
prioritizing the specific tasks that support the change efforts and then must demand adherence to
those priorities are at all levels. Bensimon (2017) suggests that management may play a role in
creating barriers to change if they are not willing or able to alter their practices. Supervisors must
address their own behaviors and beliefs and the effect they may have on organizational
performance. The organization's leaders must establish, communicate and adhere to
organizational priorities they establish for the stakeholders.
Training Implementation Plan
The New World Kirkpatrick Model (2016) was used to develop an implementation and
evaluation program to provide CPAS advising staff with the knowledge and skills necessary to
achieve the goal of incorporating digital information management resources into their advising
activities. Additional details are included in the appendices. In order to be effective and address
organizational goals, four levels of training and evaluation are recommended by the Kirkpatrick
Model. These four levels include measuring the reaction (level 1), learning (level 2), and
behavior (3) and results (level 4) of participants. To ensure that training activities and evaluation
metrics remain aligned the training, program is designed in reverse beginning with determination
of intended results. Behaviors critical to achieve the intended results were identified, along with
rewards and reinforcements necessary to maintain those behaviors (Level 3), then appropriate
learning outcomes desired as a result of participation in the training were designed (level 2) and
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 68

finally, the degree to which the participants were engaged in the training and found the training
relevant to them was measured.
The organization has established a goal of a 10% increase in current student enrollments
by fall of 2019. In support of this goal, 100% the advising staff must implement use of digital
information management resources into their advising practices. The following internal
indicators will need to be achieved to ensure these performance goals are met; there must be an
increase in current student enrollments as measured by the number of students who enroll from
term to term. There must be an increase in the quality, quantity and consistency of information
input into the digital information management systems by the advising staff and students must
report they have quicker and more convenient access to their advisors and their academic
information. This will lead to the following external indicators being achieved: CPAS enrollment
numbers meet stated enrollment projections provided to the university and the numbers of
students completing credentials within six years of beginning their studies improves. Since both
enrollment and completion data affect the funding the funding of CPAS budgets, these figures
are important not only internally to own goals, but to the organizational and its external
accreditors.
In order to achieve the internal leading indicators, the following critical behaviors would
need to exist, supported by required drivers. According to Kirkpatrick and Kirkpatrick (2016),
the change in or adoption of specific, observable and measurable behaviors are critical for
stakeholders to attain individual and organizational outcomes. The critical behaviors necessary
for CPAS advisors include reflection on their performance related to the consistent use of the
digital information management systems, establishment of personal daily and weekly goals to
guide the amount of time and methods they interface with digital information system and the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 69

increase in collaboration and engagement with organizational leadership related to improvement
of the digital advising system functionality and usage. In order for the stakeholders to acquire the
necessary knowledge, skills and motivation and bring about the critical behaviors, the following
Program is recommended:
The School of Continuing and Professional Studies must create and implement a formal
and ongoing training and development program that helps advisors understand and leverage
information and digital resources to meet the needs of adult student persistence. In addition to
formalized training, advisors must be provided with job aids, including policy and process
manuals, dedicated access to best-practice resources available through advising focused
professional organizations like NACADA and continual opportunities for external professional
development activities.
Each advisor has a different educational and professional background and schema from
which they approach the role of advising. None of CPAS advisors have had any formal training
in advising theory and practice. As such, the training will aim to establish a common
understanding of the role of the advisor in adult higher education generally and at CPAS
specifically. Additionally, opportunities that provide exposure to examples of evidence-based
advising practices, particularly the role technology, can play in advising to increase student
success must be provided. Advisors must be engaged in activities that require them to think
critically to apply these practices to create solutions to their individual and collective advising
challenges. Following the NACADA Academic Advising Core Competencies Model (2017) the
program will expose advisors to three foundational competencies areas: conceptual,
informational, and relational.

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 70

Academic Advisor Boot Camp
The organization will develop a mandatory day long immersive event required for all
individuals with advising responsibilities. Information covered will include an overview to
conceptual competencies or those that provide context, such as student development theory, the
role of advising in higher education, and advising approaches and strategies. Informational
competencies to address the areas of knowledge advisors must master and include institutional
goals and mission, characteristics and needs of distinct student populations, policy, process and
legal issues and the increasing role of technology to enhance advising capabilities and relational
competencies which focus on skills necessary to integrate and communicate the concepts from
the other two competencies areas to their advisees as well as strategies for continued assessment
and evaluation of their personal advising effectiveness. Case studies on best practices from peer
institutions and role play activities will provide advisors to the chance to apply concepts and
strategies to real world situations.
Ongoing Development Workshops
Building off the NACADA (2017) core competency model introduced in the boot camp,
monthly development workshops will be offered to provide opportunities for deeper exposure to
specific topics relevant to advising at CPAS as a whole, and to the advisors’ professional
development interests. To address specific areas of existing CPAS performance gaps, topics
addressed will include the challenges of adult and nontraditional student populations, how and
why technology complements the advising process, and time management and priority setting.
Additional topics will be sourced through the implementation of short surveys to the advising
staff. The format of the meetings will include a formal presentation to information to help
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 71

establish both factual and conceptual knowledge among the advising staff. Role play activities
and simulations followed by a group discussion and reflective activity.
Advisor Guides
The organization must develop job aides in the form of “How-To” guides based on
industry practice and institutional policy and process. These aids will provide advisors resources
on academic advising best practices and technical competency including features and functions
of tools used CPAS (i.e. Knolij, Calendy, Digital Student Portfolio, etc.) These job aids must be
updated on a regular and consistent basis to ensure they are staying current with industry
practices.
Conclusion
The College of Professional and Advancing Studies is fortunate in the fact that despite the
identified gaps in knowledge, external motivators and the less than ideal current organizational
structures that emerged as a result of this study, they have a staff of advisors who are intrinsically
motivated to help their students and to collaborate effectively with each other to support the
advising function. This enthusiasm, however, cannot entirely alleviate the gaps created by the
absence of formal knowledge that are effecting the opportunity for the organization to reach its
goals. The organizational must recognize that the role of advisor is far more than just providing
students with academic course requirements. They must see the advisors as both partners in the
organization’s growth as well as sources of integral data necessary to help them develop the
programs, processes and policies that best support the persistence of adult and continuing studies
student. CPAS can do this by investing in formal training in advising theory and technology to
better understand how the use of technology can be leveraged the advising role. They must also
set specific goal to measure success and provide regular feedback and actively recognizing good
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 72

performance and engaging their advisors in decisions making and information gathering so they
feel that they are part of the solution. The CPAS leadership has the benefit of a dedicated staff
who are internally motivated to succeed, despite their gaps in knowledge and what they identify
as a demotivating environment. A small investment by leadership in their advisor professional
development could potential reap significant rewards.

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 73

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Appendix A: Participating Stakeholders: Sampling and Recruitment
Participating Stakeholders
The stakeholder group of focus for the project was CPAS advising staff with adult
student advising responsibilities. This stakeholder group at the time of the study was comprised
of eight employees: four who worked with undergraduate students, three who worked with
graduate students, and one who worked with certificate students. The advising staff at CPAS
collectively support approximately 800 active students’ academic and personal advising needs
through individually designed and primarily reactive advising activities, meaning the advisors
wait until the students come to them for assistance. Academic advising’s goal is to work with
students to frame their educational outcomes and experiences by synergizing their aspirations,
abilities and personal and professional lives with their academic experience (Pizzolato, 2006;
Schroeder, & Terras, 2015; Shockly-Zalabat, 2012). These activities contribute to CPAS’ goal of
increasing adult student persistence.
Interview Sampling Criteria and Rationale
Criterion 1. Participants in the study have advised adult students at the College of
Professional and Advancing Studies. In this sample, that will be seven individuals.
Criterion 2. Participants in the study have had advising responsibility within the 2017-
2018 academic year.
Criterion 3. Advising staff must have advised students at least 24 years of age and older.
Interview and/or focus group sampling (recruitment) strategy. The study of the advising
function’s role in increasing adult student persistence at CPAS was conducted through basic
qualitative study using nonprobability sampling (Merriam, & Tisdell, 2016). The study attempts
to understand how the advisors’ knowledge, motivation and organization context helps or
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hinders their ability to meet student goals by the integration of digital information resources to
establish information transparency to support student persistence.
Documentation Analysis Sampling Criteria and Rationale
Formal documentation on policy and process that guides both the advising practice and
implementation and use of the multiple systems that comprised the digital management
information systems is limited and exists in the form of a digital file of document on a shared
Google drive. All advisors, as well as the Associated Academic Dean have access to this folder
and may edit documents at any time. There is currently no established process for version control
for the CPAS specific policy documents. There are PDF user guides developed by the
manufacturers of Knolij and Pharos systems. The UIS system has been in use at the institutions
since the early 70s. User access to specific functions is managed by central Information
Technology and varies across advisors. There is also a Student Handbook which is edited yearly
by a member of the CPAS advising staff. The Student Handbook is an electronic document and
distributed as a PDF file via email once to new students upon matriculation. The most recent
version of the Student Handbook is posted to the website each fall. Students are encouraged by
their advisors to use this recourse to seek clarification related to degree requirements and student
conduct issues. Advisee and advisor interactions are traditionally reactive in nature by the
advising staff, which means the student must initiate a meeting with their advisor and follow an
established scheduling process to obtain access to their own academic records. The
implementation of the digital information management system has the potential to change the
structure and content of the advisor-advisee relationship. The introduction of digital information
management is also intended to provide transparency of student information across the advising
staff (Thompson & Prieto, 2013). The implementation of digital information management
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 89

systems means all advisors will potentially be able to support all students based on the
information shared on their digital records. The responsibility for individual advisees no longer
rests in the hands of one specific advisor, resulting in greater access to information for the adult
student. The purpose of the observations in this study was to see how the advisors interact with
the digital information management system to inform their advising practices. Due to The Family
Educational Rights and Privacy Act (FERPA) regulations, the direct interaction of advisors with
students were not observed.
Criterion 1. The physical setting for document review was in the CPAS advising unit
during normal business hours. I was given access to the advising folder to review the
documentation available to the advisors in the form of policy documentation, user guides and
existing training documentation. Two advisors provided me with guidance for the process they
used to navigate the documentation. I also reviewed the current version of the Student Handbook
posted on the CPAS website.
Criterion 2. I observed the advising staff in the pursuit of the implementation of digital
advising program. I obtained permission from the individual advisors to monitor their
interaction with the system during the course of an average day over the first week of the fall
2018 term.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 90

Appendix B: Protocols
Interview Protocol
I would like begin with expressing my gratitude for agreeing to participate in my study.
Thank you for taking time out of your extremely busy schedule to meet with me and answer
some questions. This interview will take about an hour, although we have allocated an hour and
half for some cushion on time.
I am enrolled in a doctoral program at USC and I am conducting a study on adult student
persistence toward post-secondary credential attainment in professional and continuing studies.
The focus is on how colleges can support persistence and specifically, how digitally based
student information management systems can assist advisors in supporting student persistence as
measured through continued term-to- term enrollments.
Today, I am not here as an employee of this organization to make a professional
assessment or judgment of your performance as an advisor, but only as a researcher collecting
data. The information you share with me will be placed into my study as part of the data
collection. In addition, this interview is completely confidential and your name and responses
will not be disclosed to anyone or anywhere outside the scope of this study. While I may choose
to utilize a direct quote from you in my study, your name will not be included. My best efforts to
remove any and all potential identifying data information will be made. I will gladly provide
you with a copy of my final product upon request.
During the interview, I will be using a recording device to assist me in capturing all of
your responses accurately and completely. This recording will not be shared with anyone
outside the scope of this project. The recording will be transferred to my password-protected
files on a cloud file storage account and deleted from the recording device immediately upon
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 91

transfer. The recording will then be destroyed after two years from the date my dissertation
defense is approved.
With that, do you have any questions about the study before we get started? If not, I
would like your permission to begin the interview. May I also have your permission to record
this conversation?
Interview Questions
In addressing the questions in this interview, I would like you to only focus on your interactions
with adult students.
1. How does the organization define adult students? (K-Conceptual; O-Cultural Models)
a. How do adult student needs differ from those of traditional students?
2. Describe your experience in advising (if any) adult students prior to this job. (K – Conceptual
& Metacognitive)
a. How was technology used in your previous advising experience, if at all?
3. What kind of training were you provided when you began this position? (K - Factual,
Procedural; O - Cultural Setting & Model)
a. What kind of documentation where you provided?
b. What kind of training focused on use of the technology?
4. Describe the training experience; do you feel it prepared you to use the technology
effectively to support student persistence? (M- Self-Efficacy) Can you tell me about a time
you had a particularly effective advising interaction with a student. What about that
interaction do you feel was effective?
5. (K-conceptual; M-self-efficacy; O – Cultural Settings)
6. What role did the use of technology play in the effectiveness of that interaction, if any?
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 92

a. What impact, if any, do you believe tech has on the relational aspect of the advising
session?"
7. Through what channels is information most commonly shared (i.e., phone, email, in person)
with your advisees? (K-procedural & conceptual; O-Cultural Models)
a. Can you describe how you interface with the technology to find information to
answer students’ questions?
b. To what degree do you feel the current channels are effective in communicating
answers to advisee questions?
c. To what degree do you feel the process has transparency?
8. What types of benefits do you believe the digital information system affords you in your
performance? (M-Expectancy Theory – Cost)
a. Can you describe where else you might locate the information necessary to
answer the advisees’ questions?
9. What level of autonomy do you have in deciding how to share information to with advisees?
(M-Self Efficacy; K-Procedural)
10. Do you feel you can rely on the organization to provide information to help you succeed at
your job? (M-Self Efficacy; O-Cultural Models)
a. To what degree is this information useful in helping you advise your students? (K-
Metacognitive)
11. To what extent do you believe that the advising function is a collaborative activity? (K-
Metacognitive; O-Cultural Model)
12. What kind of professional development would help you be better at your job? Why? (K-
Metacognitive; O-Cultural Models)
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 93

13. How does the org evaluate your performance as an advisor? (O-Cultural Settings)
a. What aspects of your performance are considered?
b. How does the org reward excellent performance, if at all?
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 94

Appendix C: Document Analysis Protocol

Advisor Policy and Procedures Manual Prompts:

1. Where is the policy and procedures manual located?
2. When was the policy and procedures manual created or published?
3. What is the purpose of the policy and procedures manual?
4. What specific guidance does the policy and procedures manual give advisors on the
process for tracking adult student information?
5. What does the policy and procedures manual say about advisor discretion on the way
they share information with adult students?
6. Does the policy and procedures manual provide definitions of terms to ensure there is
an understanding of language used?
7. What does the policy and procedures manual say about advisor knowledge on the
topic of use of the digital information management system?
8. Are there elements of the policy and procedures manual that reflect the department’s
goal of providing adult students more transparency to their academic records?
9. What is the tone of the policy and procedures manual pertaining to how information
should be stored and shared with adult students by advisors?
10. Does the policy and procedures manual explain a specific process for tracking adult
student information?
11. Does the policy and procedures manual explain a specific process for communicating
student information to students?
Digitalized Student Information:

1. What are the steps for entering student information in the digital information
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 95

management system for the advisor? Is it simple? Complex?
2. Are students able to enter information in the system on their own behalf and what
does that process look like?
3. How is the student information in the digital information management system
presented to advisors in the digital information systems?
4. How is student information in the digital information management system presented
to students in the digital systems?
5. What is the process for extracting reports from the digital information management
system for the advisor?
6. How is data in the digital information management system checked for accuracy?
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 96

Appendix D: Credibility and Trustworthiness

As an employee of the organization under study, I had day-to-day interaction with the
study participants as well as limited knowledge of the digital file management system. These
factors contributed to increased risk of me bringing personal bias to the data collection and
analysis process, affecting the credibility of the results (Maxwell, 2013). It was imperative that I
kept my focus on my role as a researcher and not as an employee of the organization. Some
strategies I used to support my focus included regular reflective exercises that attempted to track
emerging biases throughout the data collection process. To assure a study’s credibility, Merriam
and Tisdell (2016) recommend employing a peer review process. Given advising strategies to
support persistence of adult students is a significant issue in higher education, I reached out to
colleagues who work on similar challenges at other organizations and asked them their thoughts
and perception of my interpretation of the data and to provide me with any insight to where I
could tweak my data collection approach. I was cognizant of my attempts to analyze the data
during the process of collection and reminded myself to keep those steps separate. This was
achieved by making sure I was present in the moment and that I listened carefully to the
respondents without interjecting my own perspectives (Bogdan & Biklen, 2007).
To ensure that I minimized the amount of bias in my data collection, I focused on
triangulating my results. Through multiple interviews and a formal document review process, I
sought different sources to support my findings. Sharing the data with respondents through
member checks helped me to correct errors in my interpretation of their responses provided me
the opportunity to summarize findings for consistency and themes (Merriam & Tisdell 2016).
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 97

Appendix E: Ethics
The data accumulated in this study was analyzed using the Clark and Estes (KMO
framework and intended to help both the study participants and the organization to better support
adult student persistence leading to increases in degree attainment. In addition to my role as
researcher, I was an employee at the organization during the study in a mid-level managerial role
responsible for revenue generation through primary oversight of course scheduling, faculty
hiring and student enrollments however, I did not have authority over the professional advising
staff, the stakeholders who were the primary focus of this study, nor did I have any direct
engagement with advising activities as part of my role. The staff at the organization was
relatively small and over the duration of my employment, I had varying levels of professional
interaction with several individuals who have advising responsibilities.
I shared the intention to conduct a qualitative research study on advising practices aimed
toward increasing adult student persistence at CPAS with my direct supervisor, the Interim Dean,
who also supervises the professional advising staff. Stakeholders were provided with a general
overview of the scope of the study, including the intention to utilize different types of interviews
and possible focus groups. I positioned research as an opportunity for internal consulting around
processes, policy and performance related to the organizational goals of increasing current
student term-to-term enrollments. As part of the efforts to minimize harm to the participants, I
obtained Institutional Review Board approval (IRB) through the University of Southern
California and through the study site institution. I adhered to the policies and processes in place
meant to protect the physical and mental wellbeing of human subjects.
The impact my relationship had with the organization may have presented some concern
about the feasibility of the study. The leadership of the organization was aware of the research
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 98

focus, and provided approval to begin the study. I had a slight concern that as the data
collection process began in earnest, the data would reveal insights that are unflattering to the
organization’s leadership and I might be edited, which would not happen to an external
consultant. In an attempt to alleviate that possibility, I provided the senior leadership with a
design plan of the research study, which detailed the methods and instruments for data collection,
period for data collection and the opportunity to review the final product. I addressed concerns
by reminding leadership that the purpose of the study was to understand the organization’s
capacity to support adult students and that the study would culminate in suggestions for
improving operations and performance. I made it clear that my role was to collect data and
analyze results in an attempt to evaluate effectiveness of current advising practices on student
persistence. In the role of principal investigator, I clarified that I was separated from employee
status and would not have the authority to attempt to reform the organization’s practices based
upon the outcomes. The small sample size and descriptive nature of the data made 100%
anonymity impossible (Rubin & Rubin, 2102) but I endeavored to hide defining characteristics
as much as possible and protect participant confidentiality in my findings.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 99

Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model was used to design the implementation and
evaluation plan for this study. This model requires beginning at Stage 4, instead of at Stage 1,
and working backwards to assure the training designed provides the information needed to
measure its resulting effectiveness. In the new model, levels 4 and 3 aim provide data on the
effectiveness of the learning event and reinforcement activities by measuring on-the-job
performance and other associated business results. Level 2 and 1 measure the quality of the
training and the degree to which new knowledge and skills relevant to performing the job were
achieved as a result of participation.
The Kirkpatrick Model (2016) states that planning and implementing an effective,
training and evaluation program must begin by identifying the performance indicators that must
be influenced in order to reach organizational goals and then designing training and rewards
systems which affect the behaviors required to meet stakeholder performance goals (Kirkpatrick
& Kirkpatrick, 2016). Developing the steps with the intended outcome in mind allows the focus
of training activities to be developed, implemented, and evaluated around what is important and
relevant to reaching optimal outcomes.
Organizational Purpose, Need and Expectations
The College of Professional and Advancing Studies (CPAS) is the continuing and
professional studies unit of a mid-sized, religiously affiliated, four-year private liberal arts
college located in the Northeastern United States. CPAS aims to serve the needs of adult and
nontraditional student populations through their programs and support services.
Low persistence rates for adult students result in lower college completion rates for
institutions, affecting workforce development, social and community contributions and the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 100

increasing burden of national loan debt. These factors can have a profound effect not just on the
individual students’ success, but also on the United States economic health and undermine
important social structures (Carnavale & Desrochers, 2003; Taniguchi & Kaufman, 2005). For
CPAS, increasing adult student persistence will lead to increased enrollments, generating the
revenue necessary to support further initiatives focused on growth of relevant programs and
services aimed at adult student success. The achievement of CPAS’s goal is measured by a 10%
increase in total current student credit hour enrollments for the fall semester of 2019 (CPAS
Strategic Plan, 2016). While the sustained efforts of all the stakeholders at CPAS are necessary
to achieve the organizational goal it is important to evaluate how the practices of staff
responsible for advising students are contributing to the organizational goals. Therefore, the
stakeholders of focus in this study will be CPAS staff who have adult student academic advising
responsibilities. The stakeholder goal is that 100% of the advising staff will implement the use of
digital information management resources to optimize adult student advising activities.
Evaluating the organization’s performance in reaching this goal enables stakeholders to
gather data to use in order to assess the organization’s marketing, recruiting, admissions,
advising, and academic decisions in order to increase student persistence.
Level 4: Results and Leading Indicators
Table 6 below indicates the necessary outcomes required to meet the organizational and
stakeholder goals as identified by GPAS. Successful achievement of the outcomes below would
indicated that the stated goals are achieved.

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 101

Table 6

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increase in financial resource from
the University
Enrollment reports meet
stated enrollment
projections.
Accurate data and reports from
digital management systems
Increased contribution of
qualified/credentialed graduates to
workforce
Numbers of students
completing within six
years improves.
Engagement with career center
to collect data related to
completion of specific
credentials and related
professional improvements
Internal Outcomes
Increase in current student
enrollments
Number of students who
enroll from term to term
Daily and weekly enrollment
dashboards representing term
over term enrollments
Transparency of information
available to students
Decrease in number of
students calling the
advisors to obtain
information on their
enrollment status
Monitor advisor calendar
activities for changes in student
appointment requests.
Increase in adult student satisfaction
with advising resources
Students report an
improvement in response
time from their advisor.
Student surveys

Level 3: Behavior
Critical behaviors. According to Kirkpatrick and Kirkpatrick (2016), the change in or
adoption of specific, observable and measurable behaviors are critical for stakeholders to attain
individual and organizational outcomes. The critical behaviors necessary for CPAS advisors
detailed in Table 5 below. These reflections on their performance related to the consistent use of
the digital information management systems, establishment of personal daily and weekly goals to
guide the amount of time and methods they interface with digital information system, and the
increase in collaboration and engagement with organizational leadership related to improvement
of the digital advising system functionality and usage.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 102

Table 7

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical Behavior Metric(s)
Method(s)
Timing
1. Advisors reflect on their
performance related to their
integration of digital
information management
systems into advising practices
Individual and
collaborative advisor
reports
Collected during
advising retreats,
individual meetings
with supervisors and
through surveys
Semi
annually

Weekly

Monthly
2. Advisors establish personal
goals for inputting student data
The amount of new
student data accessible
on the DIS
Data reports extracted
from system
Weekly
3. Advisors establish strategies
for increasing their use of the
digital information management
system to support their advising
practice.
Development of
individual goal
performance plans
Reviewed during
meetings with direct
supervisor
Monthly
4. Advisors regularly engage in
collaborative efforts to provide
management input on how to
improve the functionality of the
digital information management
system
Number of advisors
contributing input to
development in
advising meetings
Meeting minutes,
development of DIS
project improvement
log to monitor
changes
Academic
Term (FA,
SP, SU)

Required drivers. Required drivers are the processes and systems meant to reinforce
actions and monitor, encourage or reward performance of critical behaviors on the job
(Kirkpatrick & Kirkpatrick, 2016). When drivers occur after a training event, they aim to
reinforce the learning to influence the achievement of intended performance outcomes. In a study
on training completed by Brinkerhoff (2005), the results showed that when 90% of effort focused
on training alone, up to 70% of the participants failed to successfully apply new skills to their
jobs. However, when the training efforts focused 50% on delivery and 50% on follow up
activities, 85% of the participants were able to develop the critical behaviors necessary to change
their performance. When implementing change, the Kirkpatrick and Kirkpatrick New Model
(2016) cautions the consideration of different types of drivers necessary to support the required
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 103

critical behaviors must occur early in the planning processes to ensure that the training efforts
produce the desired returns. Table 8 summarizes the drivers that will be required to reinforce the
advisors’ adoption of critical behaviors.
Table 8
Required Drivers to Support Critical Behaviors

Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Provide jobs aids that identify best practices and successful
outcomes at peer institutions who have implemented digital
information systems to increase student persistence
Ongoing 1, 2
Provide regular data on student persistence numbers as they
increase, provide examples of using data for other important
organizational initiatives (enrollment, financial planning,
scheduling, etc.)
Ongoing 1, 3
Establish and reinforce boundaries that allow advisors time to
increase their interaction and develop comfort with using the
systems
Ongoing 1, 2, 4
Encouraging
Support advisors in professional development activities to develop
their knowledge and understanding of the use of technology in
advising adult students
Annually 1, 2, 4
Rewarding
Identify advisors using the system efficiently/innovatively and ask
them to present their process to their peers
Monthly -
as needed
2, 3, 4
Survey students for satisfaction and provide advisors with
authentic positive feedback
Semi
annually
1
Monitoring
Survey advisors to discover usage behaviors and perceived
challenges
Ongoing 1, 2
Allow advisors to survey their students to obtain their input on
benefits of using DIS systems
Semi
Annually
1, 2
Periodically spot-check advisee records to ensure consistent data
updates
Ongoing 1, 3

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 104

Organizational support. In order for the stakeholders to achieve the long term critical
behaviors required to attain their individual performance goals, and by extension, meet the global
goal, the organization must be willing to commit the time, effort and financial resources
necessary to support the change in cultural models. The organization must show it values the
activities of the advising staff through reward systems that encourage individual and
collaborative actions. This includes allowing them to provide direct input into the design,
development and integration of the digital advising system as part of the advising function. The
organization must support the behaviors that will reinforce the shift to using digital information
management resources by investing in resources necessary for implementation and usage of
digital information resources. These include providing formal training of the different systems
and establishing defined policies and procedures. The organization must also be willing to allow
advisors to dedicate necessary time and efforts on implementing the digital advising system. This
is done by prioritizing tasks to allow the focus to be on the input of data. The organization must
also communicate expected performance goals clearly and consistently to the advisors through
multiple mediums and hold the advisors accountable to meeting these goals through regular
performance checks.
Level 2: Learning Goals
Once the recommendations are implemented, the advisors will achieve the following
learning outcomes.
1. Recognize the unique internal and external traits of adult student advisees and
differentiate on how they contribute to individual and collective persistence rates. (D)
2. Interpret the competencies in effective advising practice to guide implementation of
strategies to support interventions aimed at increasing adult student persistence. (D)
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 105

3. Reflect on how their perception of the value of managing student information digitally to
their role as advisors affects their usage of the system. (Metacognitive)
4. Develop strategies that enable them to organize use of the digital information system in
personally meaningful ways (Cost/benefit).
5. Coordinate efforts with peer advisors, students and leadership on regular intervals to
share best practices and plan improvements to digital advising system functionality to
better support their efforts.

Program. The College of Professional and Advancing Studies must create and
implement a formal and ongoing training and development program that helps advisors
understand and leverage information and digital resources to meet the need of their adult student
towards persistence. In addition to formalized training, advisors must have effective job aids,
including policy and process manuals, dedicated access to best-practice resources available
through advising focused professional organizations like NACADA and continual opportunities
for external professional development activities.
Each advisor has a different educational and professional background and schema from
which they approach the role of advising. None of CPAS advisors has had any formal training in
advising theory and practice. As such, the training will aim to establish a common understanding
of the role of the advisor in adult higher education generally and at CPAS specifically.
Additionally, opportunities that provide exposure to examples of evidence based advising
practices, particularly the role technology can play in advising to increase student success must
be provided. Advisors must be engaged in activities that require them to think critically to apply
these practices to create solutions to their individual and collective advising challenges.
Following the NACADA Academic Advising Core Competencies Model (2017) the program
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 106

will expose advisors to three foundational competencies areas: Conceptual, Informational, and
Relational.
Academic advisor boot camp. Develop a mandatory daylong immersive event required
for all individuals with advising responsibilities. Information covered will include an overview to
conceptual competencies or those that provide context, such as student development theory, the
role of advising in higher education, and advising approaches and strategies. Informational
competencies will address the areas of knowledge advisors must master and include institutional
goals and mission, characteristics and needs of distinct student populations, policy, process and
legal issues and the increasing role of technology to enhance advising capabilities. Relational
competencies will focus on skills necessary to integrate and communicate the concepts from the
other two competencies areas to their advisees as well as strategies for continued assessment and
evaluation of their personal advising effectiveness. Case studies on best practices from peer
institutions and role-play activities will provide advisors to the chance to apply concepts and
strategies to real world situations.
Ongoing development workshops. Building off the NACADA (2017) core competency
model introduced in the boot camp, monthly development workshops will be offered to provide
opportunities for deeper exposure to specific topics relevant to advising at CPAS as a whole, and
to the advisors’ professional development interests. To address specific areas of existing CPAS
performance gaps, topics addressed will include the challenges of adult and nontraditional
student populations, how and why technology complements the advising process, and time
management and priority setting. Additional topics will be sourced through the implementation
of short surveys to the advising staff. The format of the meetings will include a formal
presentation to information to help establish both factual and conceptual knowledge among the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 107

advising staff. Role play activities and simulations followed by a group discussion and reflective
activity.
Advisor guides. Development of job aides in the form of “How-To” guides based on
industry practice and institutional policy and process that provide advisors resources on
academic advising best practices and technical competency including features and functions of
tools used CPAS – i.e. Knolij, Calendy, Digital Student Portfolio, etc.)
Evaluation of the components of learning. In order for learning to occur, the advisors
must not only gain the intended knowledge and skills from participation in the training activity,
but they also need to believe what they learned in training will add value to their jobs. As a
result of the training activity, advisors are confident they will be able to successfully transfer the
new knowledge and skills acquired into novel, real-world situations and they are committed to
applying what they have learned to improve their performance and reach their goals. Table 7
identifies the methods and timing to evaluate if the components of the training were successful in
reaching the intended learning goals.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 108

Table 9
Evaluation of the Components of Learning for the Program

Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Advisors understand the high level concepts related to
conceptual, relational and interpersonal competencies
areas
During boot camp presentations and
reflections
Advisors understand the subtopics related to the specific
topical areas
During workshops presentations and
reflections
Procedural Skills “I can do it right now.”
Advisors demonstrate ability to apply conceptual,
relational and informational competencies to real world
situations
During applied learning activities in
boot camps and topic specific
workshops
Advisor demonstrate understanding of functionality and
purpose of advising technology
During applied learning activities in
boot camps and topic specific
workshops
Attitude “I believe this is worthwhile.”
Advisors suggest further topics associated with effective
advising practices (related to technology) and attending
workshops
Ongoing
Post survey data regarding perceived value of training,
the intentions to attend additional workshops and
suggestions for topics
After mandatory boot camp and
ongoing
Confidence “I think I can do it on the job.”
Post survey data of advisors from initial mandatory
training regarding their confidence.
After training.

Post survey data of advisors from ongoing training
regarding their attitudes.
Ongoing
Commitment “I will do it on the job.”
Post survey of advisors from initial mandatory training
regarding attitudes.
After training.
Measurable increase in usage of digital information
technology
Ongoing

Level 1: Reaction
Level one evaluation (Kirkpatrick & Kirkpatrick, 2016) aims to determine the extent to
which participants were actively engage in the training and found the content relevant to their
jobs. Table 8 outlines the methods to be used to measure the advising staff’s reaction to the
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 109

training and if they found the information presented useful to their ability to improve their job
performance.
Table 10
Components to Measure Reactions to the Program

Method(s) or Tool(s) Timing
Engagement
Observation of advisor engagement and interaction in boot
camp and workshops
During training activities
Continued advisor attendance at topic specific
workshops/suggestions for new topics
Ongoing
Advisor Evaluations of Training Activities Immediately following
training, ongoing
Relevance
Incorporation of best practices learned from training into daily
activities
Ongoing
Advisor Evaluations of Training Activities Immediately following
training, ongoing
Customer Satisfaction
Advisor Evaluations of Training Activities Ongoing

Evaluation Tools
Immediately following the program implementation. Level one evaluation will
include the results of a survey (Appendix A) given to the instructor immediately after each
training event. The surveys will solicit instructor observations about the individual and collective
levels of advisor engagement with both the materials and the activities presented as part of the
boot camp. Advisors will be surveyed (Appendix B) to evaluate their satisfaction with the
training, including their perceived level of relevance the training content to their jobs
immediately upon completing an activity. Level one evaluation will also be evident by
monitoring the continued engagement of advising staff with topic specific workshops over time.
Level one and level two evaluation will occur as part of the role play, simulation and case study
activities and be incorporated through reflective exercises. Instructors will ask advisors to
provide feedback on the relevance of the activities to their personal work environment and
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 110

provide examples how they would apply the same strategies to specific challenges. Level two
evaluation of learning will also occur as part of regular one-on-one goal planning and
performance evaluation and feedback with direct managers.
Delayed for a period after the program implementation. Using the Kirkpatrick and
Kirkpatrick’s (2016) Blended Evaluation approach, a survey will be distributed six months after
the initial boot camp training. The six-month time frame provides the opportunity for advisors to
participate in a at least three additional workshops post boot camp and spans the enrollment of
two academic enrollment periods. The purpose of the survey is to measure the overall
effectiveness of the training in meeting the established learning outcomes and to evaluate the
extent to which advisors report an improvement in conceptual, declarative and metacognitive
knowledge, and an increase in confidence and commitment to meeting individual goals.
Questions will focus on evaluation of the advisors’ satisfaction, engagement and perceived
relevance with the training (Level 1), new knowledge and skills developed as a result of
participating in the training (Level 2), and the application of new knowledge and competencies
to positively affect job performance (Level 3). Appendix C provides an example of the Blended
Evaluation Survey.
Data Analysis and Reporting
To achieve the goal of 100% of the CPAS advising staff will implement the use of digital
information management resources to optimize adult student advising activities (Level 4),
advisors must be provided with engaging and relevant training opportunities that foster a sense of
value and commitment to developing new knowledge, skills and professional competencies to
meet performance goals. The first dashboard (1) displays the results of the following questions as
measured: I found information provided at the Boot Campus useful to my advising practice. I
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 111

plan on attending future workshops to explore topics on (….). Dashboard 2 represents the
number of advisees who actually attended additional workshops six months after boot camp.
Similar dashboards will be created to monitor Levels 1, 2 and 3.

Figure 2 Presentation of survey results immediately after trainings end.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 112

Figure 3 Presentation of delayed evaluation results.
Summary
The New World Kirkpatrick Model (2016) was used to plan, implement and evaluate a
training program to provide CPAS advising staff with the knowledge and skills necessary to
achieve the goal of incorporating digital information management resources into their advising
activities. As detailed previously, the four levels of training and evaluation in the Kirkpatrick
Model include reaction (level 1), learning (level 2), and behavior (3) and results (level 4). To
ensure that training activities and evaluation metrics remain aligned the program is designed
backwards starting with determination of intended results. Behaviors critical to achieve the
intended results were identified, along with rewards and reinforcements necessary to maintain
those behaviors (Level 3), then appropriate learning outcomes desired as a result of participation
in the training were designed (level 2) and finally, the degree to which the participants were
engaged in the training and found the training relevant to them was measured.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 113

Through a combination of formative and summative assessments, data was gathered and
analyzed at predetermined periods during the training and post training. This information was
evaluated to determine if advisor participation resulted in the acquisition of new knowledge,
skills, and commitment necessary to establish critical behaviors resulting in implementation of
the use of digital information resources in their advising practice. An increase in the effective use
of digital information resources will positively contribute to the advisor/advisee relationship and
will also provide the organization with improved data to inform academic and operational
practices leading to the global goal of an increase in current student enrollments by fall of 2019.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 114

Appendix G: Immediate Evaluation Instrument (Instructor)
Q1 The participants were engaged in the topics.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q2. The participants asked lots of questions.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q3 The participants provided constructive feedback to each other.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q4 The participants participated in discussions.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q4 The concept checks were completed by all participants.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q5 The participants were enthusiastic in their role play activities.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 115

Q6 The participants were candid in their reflections.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (

Q7 Were there areas with which the participants seemed more or less comfortable?
Q8 How was conflict handled among the advisors (if there was any)?
Q9 If there was a lack of engagement or interest, where did it seem prevalent?
Q10 What were some of the most common questions?
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 116

Appendix H: Immediate Evaluation Instrument (Instructor)
The boot camp/workshop lecture was well organized.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q2. The boot camp/workshop content was relevant to my current role.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q3 The boot camp/workshop format was engaging.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q4 The boot camp/workshop instructor was knowledgeable about the topic areas.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q4 The concept checks helped reinforce the material learned during the instruction.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q5 The role playing activities we effective in reinforcing the knowledge taught in the classroom.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 117

 Strongly Agree (5)

Q6 The training topics were interesting and informative.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q8 I am confident in my ability to apply the knowledge and skills learned in the training my job.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q9 I found the information on incorporating technology in the advising relationship useful to my
job.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)
Q10 I found learning about peer institutions use of technology in the advising practice useful to
my job
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 118

Appendix I: Post Evaluation Instrument
Q1 I have implemented new practices to my advising role since attending the boot camps.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)
Q2 I see value in using the digital information management resources in my job.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)
Q3 I use the digital information resources to complement my advising practice.
 Daily (1)
 Weekly( 2)
 Monthly (3)
 Never (4)
Q4 I see value in suing the digital information resources in advising practices.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)
Q5 Challenges I have with using the digital information resource include:
 Functionality (1)
 Time
 Complexity
Q6 Since the boot camp, I have attended the following workshops.
 Technology
 Adult Students
 Time Management

Q7 The topics offered in the monthly workshops have been relevant to my job.
 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q8. The workshops are offered at convenient times to my schedule.
DIGITAL INFO MANAGEMENT FOR ADULT ADVISING 119

 Strongly Disagree (1)
 Disagree (2)
 Neutral (3)
 Agree (4)
 Strongly Agree (5)

Q9 IF you have not attended any workshops since the boot camp, what are the major factors that
have prevented you from attending?

Q10 What other topic areas would you recommend?

Abstract (if available)

Abstract Nontraditional and adult learners represent an increasingly large population of students pursuing post-secondary and credentials in the 21st century. However, their rate of persistence lags significantly behind those of their traditional college age counterparts. This study first explores several key reasons associated with lower persistence rates for adult students and identifies the resulting personal, societal and economic consequences as well as the implications of low persistence for institutions of higher education and attempt to identify the role that successful implementation of technology can have supporting student persistence efforts. Participants of the study included all staff with adult student advising responsibilities employed by the continuing and professional studies school in a mid-sized, private liberal arts college in the Northeast. These individuals were tasked with implementing use of a digital information management system into their advising practices to support the organizational goal of an increase of current student enrollments. Data was collected through interviews and document review and analyzed through application of Clark & Estes Framework (2008), the study attempted to discover how their individual and collective knowledge, motivation and the organizational context supported or obstructed implementation of the technology to effectively support adult student persistence. Recommendations for improvements were made based upon the findings.

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Asset Metadata

Creator Masiello, Diletta M. (author)

Core Title Implementing a digital information management system for advising adult students in professional education programs

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/20/2019

Defense Date 11/15/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag adult students,advising practice,advising technology,Motivation,nontraditional,OAI-PMH Harvest,organizational change,persistence

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Ferguson, Holly (committee member), Lynch, Douglas E. (committee member)

Creator Email attelid69@comcast.net,dmasiell@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-123449

Unique identifier UC11675311

Identifier etd-MasielloDi-7089.pdf (filename),usctheses-c89-123449 (legacy record id)

Legacy Identifier etd-MasielloDi-7089.pdf

Dmrecord 123449

Document Type Dissertation

Format application/pdf (imt)

Rights Masiello, Diletta M.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA