Proposal for Improving Ashford University

Technology has overtaken our lives, and changed the way we carry out
everyday tasks. Even the process of achieving a secondary education has migrated to the internet, and students are pursuing both graduate as well as undergraduate degrees online. More and more institutions of higher learning are offering these degrees online. Ashford University (AU) is one of those many institutions, and if it is to compete successfully, it must provide the student with an atmosphere of professionalism and support. Now, unfortunately, the students do not perceive Ashford as possessing these qualities; therefore, the Ashford Administration must recognize the key problems and correct them.

Attrition rates for colleges and universities are discouragingly high; and unfortunately, those for Ashford are considerably higher. In evaluating comparable institutions, the retention rate for Kaplan University is 70%, St. John’s is 78%, UMASS (Univ. of Mass.) – Lowell is 81% while Ashford’s is 41% (National Center of Educational Statistics, 2010). These figures alone show that improvements must be made at Ashford to maximize the chances for increasing the retention rate.

As a current, and hopefully representative, Ashford student, I have found three areas that create the most dissatisfaction with the Ashford experience: 1) Many of the academic advisors do not demonstrate professionalism nor any real motivation in supporting their students. 2) There exists a strong inconsistency among instructors; some show real interest and dedication to their courses and students, while others do not. 3) The current textbook ordering system shows no empathy for the students’ need for economizing. If these issues are addressed, demonstrating to students that the administration truly cares for the students’ welfare, I believe that a turnaround can be achieved and a flourishing environment created.

Students do require a nurturing and attentive demeanor from their advisor. As Joe Cuseo points out in Academic Advisement and Student Retention: Empirical Connections & Systemic Interventions (2007, p. 5), “In their seminal and influential tome, Developmental Academic Advising, Ender, Winston, & Miller (1984) conclude categorically that, ‘The greatest difficulty students cite with the quality of their academic experiences is advising’ (p. 14).” Regrettably, the commitment demonstrated by AU advisors is negligible, and thus unacceptable. AU academic and financial advisors frequently exhibit unprofessional workplace behavior by not responding to students’ queries or replying several days later and with no substantive information. Example: I contacted my advisor more than six days prior to this writing for assistance in how to acquire AU attrition rates, and subsequently two days later. No reply whatsoever has been received. This is typical of this writer’s experience with AU advisors, and is quite intolerable.

Clearly, the AU administration must take action in establishing stronger criteria for the responsible performance of its advisors. It is recommended that first, a clear and forceful mission statement be created by the administration; and the magnitude of adherence to it made abundantly clear to the advisors. Secondly, AU should enlist in the National Academic Advising Association (NACADA) and adopt its Concept of Academic Advising (CAS). The CAS provides very clear guidelines for the ethical and professional methodology of academic advising. In its Statement of Core Values, the NACADA declares, “Advising constituents, and especially students, deserve dependable, accurate, timely, respectful, and honest responses” (para. 6). Creating an atmosphere of professionalism will add to the school’s overall credibility as a reputable organization, and enhance its reputation.

The second major shortcoming AU presents is in the area of its instructors. There is a marked inconsistency regarding the dedication and commitment by these instructors, which establishes an atmosphere of uncertainty among students. Some instructors are very much present in the online classroom and give ongoing feedback both to writing assignments as well as to the discussion boards. Others, however, contribute little to no feedback in the discussion board, and in written assignments provide notes regarding APA formatting only – no feedback concerning content.

Not only does this cause confusion with the students as to what is expected course-to-course, but it sends the message that some instructors are simply going through the motions, willing to only provide a minimum effort, and do not care about the students. In a paper delivered at the 2002 Association for Active Educational Researchers, this observation was made, “teacher commitment ...having an important influence on students' achievement in, and attitudes toward school (Elliott, B. & Crosswell, L., 2002, p. 1).

It is recommended, therefore, that a stronger oversight entity be created to monitor the degree of input each instructor is providing. A small core group should be assigned to periodically monitor the Student Portal and ascertain that sufficient feedback and interplay is being provided by all instructors. Critiques of written assignments could also be accessed via the portal through the assignments submission drop box. For budget considerations, this group could be populated by interested instructors and could be incorporated into their existing contractual rates.

This issue must be addressed as it contributes to the inferior reputation perpetuated by AAU students. If Au is to promise a superior education, it must assure students that its instructors are professionals who care about their work and care about the students. The students must feel that their input is being attended to and analyzed, and evaluations must be provided.

The final shortcoming that should be addressed is that currently it is difficult for students to acquire details about required textbooks. The textbook’s title is provided but no author, publisher nor edition information is included. The ISBN provided refers to the Ashford custom edition. This system requires students to purchase textbooks solely through the ED Map bookstore, paying top price. These expenses are immensely damaging to most students’ meager income, and so affect their overall learning experience at Ashford.

The Portal should provide complete textbook information including title, author, publisher, edition and ISBN so students will have the option of shopping for the best deals in new and used textbooks. This would be one more example that AU cares about its students.

If these three issues are resolved in the manner here advised, Ashford University should improve in its retention rate and thereby its reputation by and large. The recommendations are now yours, Ashford Administration. The future success and viability of the online university is now in your hands.


References

Cuseo, J. (2007-08-06). Academic advisement and student retention: Empirical connections & systemic interventions. University of Wisconsin. Retrieved August 14, 2010, from http://www.uwc.edu/administration/-academic...ention.doc

College Navigator. (2009). National Center for Education Statistics. Retrieved
August14, 2010, from U. S. Dept. of Education/Institute of Education Sciences website: http://nces.ed.gov/collegenavigator/

Elliott, B. & Crosswell, L. (2007, January 28). 2002 Conference Papers. In Association for active educational researchers [Teacher commitment and engagement: The dimensions of ideology and practice associated with teacher commitment and engagement within an Australian perspective].
Retrieved August 15, 2010, from http://www.aare.edu.au/02pap/cro02522.htm

Ender, S. C., Winston, R. B., Jr., & Miller, T. K. (1984). Academic advising
reconsidered. In R. B. Winston, Jr., T. K. Miller, S. C. Ender, T. G. Grites, &
Associates, Developmental academic advising (pp. 3-34). San Francisco: Jossey-Bass.

NACADA. (2005). NACADA statement of core values of academic advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm