The role of the advisement process in the facilitation of degree completion at an external degree institution

The American post-secondary education system has undergone vast changes as programs have been developed to meet the needs of the adult learner. Colleges have developed "programs without walls" and three institutions have evolved which offer only external degrees and which have no residency requirements. One of these three is External College, a pseudonym for the regionally accredited state college selected for this case study. The College provides the opportunity for students to complete individualized academic programs in a learner-centered environment where students are empowered to develop their own programs with assistance from the academic advisement center.;The advisement literature suggests that academic advisement may play an important role in achieving academic success. It has also shown that when there is shared responsibility, there is greater success in degree completion.;The purpose of this study was to analyze current practices in academic advisement in order to identify factors which may facilitate or impede progress toward degree completion. This study began with a review of the literature on adult learning and advisement. This study utilized the qualitative research method as it focused on the advisement process from the perspectives of the College, the advisors and the students.;This study revealed that the advisement process at the College is key to the planning and implementation of student progress toward degree completion. The process does so by clear delineation of policies and practices in its written materials and by the availability to students of different levels of advisement services, varying from informational and brief advisement contact, as in a consumer service model, to more comprehensive developmental advisement. The advisement needs of adult learners vary as do the educational needs. The College's advisement process is one in which the student is empowered by the selective utilization of the advisement services and also by the shared responsibility in the development of an individualized academic plan which best meets the students' needs.;This study concludes with recommendations for the College and other institutions serving non-traditional adult students in areas that may facilitate degree completion such as early advisement, selective interventional advisement, and staff development.