Texting as an Advising Communication Tool: A Case Study of Receptivity and Resistance

Tippetts, Megan; Davis, Bobbi; Zick, Cathleen D.

doi:10.1177/15210251211033549

Cited by 2 publications

(2 citation statements)

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“…However, little attention has been paid to the advisor's experience. Tippetts, et al (2021) finds advisors were initially hesitant to add another form of communication to their already growing caseloads, but they eventually became supportive of the program after seeing its impact on students. Additionally, text messaging may aid advisors in time management by reducing the need for one-on-one appointments, as advisor-to-advisee ratios continue to rise (Tippetts, et al, 2021;Tuttle, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Tippetts, et al (2021) finds advisors were initially hesitant to add another form of communication to their already growing caseloads, but they eventually became supportive of the program after seeing its impact on students. Additionally, text messaging may aid advisors in time management by reducing the need for one-on-one appointments, as advisor-to-advisee ratios continue to rise (Tippetts, et al, 2021;Tuttle, 2000). Castleman andPage (2015, 2017) discovered the most significant impact of a text messaging campaign to reduce summer melt in newly graduated high school students was seen when they and/or their parents engaged with the counselor by responding to one or more texts throughout the summer.…”

Section: Literature Reviewmentioning

confidence: 99%

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Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence

et al. 2022

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As colleges and universities strive to increase persistence and aid students in reaching graduation, they are utilizing alternative communication strategies like text messaging. Behavioral economics researchers suggest personalized, regular nudges can help college students make decisions that positively impact their college career and keep them on track for graduation. The current study presents the results of a randomized field experiment where a text messaging program was implemented in a large college at a public university. The intervention utilized a mixture of automated and personalized text messages from academic advisors and allowed for two-way communication between individual students and their major advisor. Mulitvariate analyses revealed the intervention had no impact on university persistence, but it did increase the odds of persisting in the college to the end of the semester, moving the average, overall college persistence rate from 93 to 95%. Effects were concentrated on underclass students, whose persistence rate moved from 87 to 93% at the college level. Underclass students also showed statistically significant university persistence effects, moving from 90 to 95%. Students who received texts but never engaged with the texting program were significantly less likely to request an advising appointment or to apply to be a student ambassador than were students in the control group. More research is needed to understand what motivates a student to engage with the texting software and to identify what the longer-term consequences of using text messaging to communicate with students might be.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence

et al. 2022

Self Cite

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2 Txt or Not 2 Txt?: Examining Student Interaction via Text and Its Influence on Students’ Intent to Persist

Otto

2022

Journal of College Student Retention: Research, Theory & Pr

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Texting is a universal form of communication used by traditional undergraduate students. Its influence on higher education cannot be understated, particularly as it pertains to institutional retention efforts. Communication with an academic advisor has been shown to impact student persistence and retention. Tinto’s theory of student departure posits student persistence is the result of a longitudinal process emphasizing student integration within an institution’s social and academic settings. Student interactions with academic advisors warrant further research given the advisor’s contribution to student integration. Traditional undergraduate students, age 18–24, were surveyed to examine the impact texting with an academic advisor had on a student’s intent to persist. Results indicate a significant, positive correlation exists between a student’s interaction with an academic advisor via text and their intent to persist. Texting, because of its prevalence, warrants consideration in strategic outreach efforts within the academic advising function to positively impact an institution’s retention efforts.

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Texting as an Advising Communication Tool: A Case Study of Receptivity and Resistance

Cited by 2 publications

References 30 publications

Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence

Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence

2 Txt or Not 2 Txt?: Examining Student Interaction via Text and Its Influence on Students’ Intent to Persist

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