A phenomenological study into the exploratory undergraduate student experience

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dc.contributor.advisorXu, Di
dc.contributor.authorEng, Matthew
dc.contributor.departmentEducational Foundations
dc.date.accessioned2025-09-30T22:32:05Z
dc.date.available2025-09-30T22:32:05Z
dc.date.issued2025
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/111263
dc.subjectHigher education
dc.subjectAcademic Advising
dc.subjectExploratory Students
dc.subjectPhenomenology
dc.subjectSelf-Authorship Theory
dc.titleA phenomenological study into the exploratory undergraduate student experience
dc.typeThesis
dcterms.abstractThis college student study explored the lived experiences of undergraduate exploratory students navigating major selection at a large public research university. Grounded in Baxter Magolda’s (2009) Self-Authorship Theory, the research examined how students made meaning of their academic identities amid institutional pressures, cultural expectations, and personal uncertainty. Using qualitative survey data and semi-structured interviews, the study aimed to capture both broad patterns and nuanced personal narratives of exploration and decision-making.Findings revealed that students experienced exploration as a developmental challenge shaped by conflicting internal and external influences. Participants expressed both appreciation for the flexibility to explore and frustration with the lack of structured, accessible support. Key resources such as academic advising, peer networks, and major exploration courses played a critical role in fostering intentional self-reflection and clarity. However, institutional systems often reinforced premature decision-making, potentially hindering students’ epistemological and interpersonal growth. The study recommends reframing exploration as a developmental phase supported by integrated advising models, user-friendly resource platforms, and policies that honor the complexity of student identity formation. These findings contribute to the fields of academic advising and student development by emphasizing the importance of meaning-making in higher education.
dcterms.extent154 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/31939754

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