Exploring the careers of professional academic advisors at Oklahoma community colleges: a multiple-case study

Abstract

This qualitative, multiple-case study explored the career choice and development of academic advisors at Oklahoma community colleges Data for this study were derived from participant interviews and information about the community colleges from which the participants were employed. There were nine participants from five Oklahoma community colleges in this study. Data were analyzed using a constructivist approach and Social Cognitive Career Theory (SCCT) as a theoretical framework. The study found three overarching themes connected to the SCCT framework that explain the career choice of academic advisors at Oklahoma community colleges: 1) helping others is an innate characteristic of their personality and influences their approach to advising students; 2) participants identified positive learning experiences in school or college that influenced their desire to work in higher education; 3) the location of the institution was a salient factor in their career decision. In addition to the analytical themes of SCCT, the data revealed observations from the findings that extend beyond the scope and theoretical framework of this study; yet warrant further exploration: 1) working at a rural community college, and 2) the impact of state and institutional budget cuts on Oklahoma community colleges.