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Academic advising in undergraduate education: A systematic review
Abstract
Objectives
The aim of this review is to describe academic advising schemes at the undergraduate level, examine the perspectives of advisors and advisees towards the schemes, and explore the implications of academic advising in undergraduate and nursing education.
Design
A systematic review was conducted of the protocol of PRISMA-P.
Data sources
Six electronic databases were searched for journal articles, namely, Academic Search Premier, CINAHL, ERIC, Medline, Teacher Reference Center, and Scopus.
Review methods
A total of 6189 articles were examined, and 37 empirical studies were included in the final review. The Mixed Methods Appraisal Tool (MMAT) was used to assess the eligibility of studies for inclusion in the review.
Results
The review involved summarizing and categorizing the components of existing academic advising schemes, analysing the perspectives of advisors and advisees, and identifying four aspects of the perspectives of advisees: their experiences, preferences, benefits gained from the scheme, and barriers to seeking help from advisors. Six issues relating to academic advising schemes were discussed: insufficient information about the schemes, the means of communication used in the process of advising, the issue of time management for both advisors and advisees, a lack of training for advisors, the evaluation of the outcomes of advising, and the implications for nursing education.
Conclusions
Advisors and advisees held positive views of the scheme. Academic advising benefited students and advisors, even as some barriers were identified. It is suggested that sufficient training, better time management, and the utilization of different tools for communication are needed to increase the effectiveness of academic advising. Further studies should be conducted to investigate the effects of different elements of the scheme on the outcome of advising.
... 1. It helps in introducing students to their responsibilities as well as fostering and supporting fruitful engagement, success and retention possibilities (Chan et al., 2019). 2. Some students, who usually come from schools where their timetable is pre-set, feel overwhelmed to schedule their courses and arrange their courses over their first semesters at the university. ...
... 2. Some students, who usually come from schools where their timetable is pre-set, feel overwhelmed to schedule their courses and arrange their courses over their first semesters at the university. Academic advising helps in making them feel more relaxed and make suitable choices (Chan et al., 2019). 3. Academic advising is not confined to courses and university study, as advisors can provide students with career choices advice, by introducing different specialties and career duties and positions one can possess, in addition to expected responsibilities, mainly in, but not limited to, healthcare studies (Zarges, Adams, Higgins, & Muhovich, 2018). ...
... As the number of students who enroll in higher education institutions increases, and the expertise of academics also grows, the methods and techniques through which academic advising is provided has also developed, especially with the new technologies and procedures that are becoming widely adopted by these institutions. The oldest, and maybe most effective, channels are the face-to-face approach, where a student visits the advisors and have personal interaction and communication (Chan et al., 2019). This approach is not beneficial in providing advice, but it is also helpful in strengthening bonds between academics and students off-class rooms. ...
COVID -19 pandemic has a huge global impact on education over the world. Many countries decided to close universities, colleges, and schools to limit the spread of this disease. Almost 91% of students worldwide have shifted to online education. Educational institutions have struggled to provide their students with suitable online learning and assessment tools. As a new experience for both teachers and students, Imam Abdulrahman Bin Faisal University has set new online academic services to make it possible and easy for students to get the help they need and to overcome the new obstacles they are facing. The purpose of this study is to gain a deeper understanding of student satisfaction with their academic advising in light of the new emerging situation. Additionally, direc-tions were presented for the academic advising section members to allow them to manage the unit appropriately. To achieve that, students were clustered regarding their level of satisfaction with the provided services. Students’ answers were collected through an online questionnaire and the data were analyzed and segmented using the k-mean clustering technique. Regarding results, recommendations for improvements were suggested and action plans were prepared.
... Higher education institutions (HEIs) struggled to augment their information communication technologies (ICTs) to keep on supporting students and restrict disturbances to their academic calendars (Fried & McDaniel 2020). One of the areas affected by the emergent shift was student academic advising, as it is part of the overall teaching and learning process (Campbell & Nutt 2008;Chan et al. 2019). Academic advising involves interaction between assigned academic advisors and students to provide students with guidance and advice (Iatrellis, Kameas & Fitsilis 2017), affording students opportunities to explore and acclimatise to the higher education institutional policies, procedures, services, resources, their academic goals, professional goals and personal goals (Chan et al. 2019). ...
... One of the areas affected by the emergent shift was student academic advising, as it is part of the overall teaching and learning process (Campbell & Nutt 2008;Chan et al. 2019). Academic advising involves interaction between assigned academic advisors and students to provide students with guidance and advice (Iatrellis, Kameas & Fitsilis 2017), affording students opportunities to explore and acclimatise to the higher education institutional policies, procedures, services, resources, their academic goals, professional goals and personal goals (Chan et al. 2019). However, during the COVID-19 pandemic, the responsibility of academic advisors suddenly shifted to include supporting and easing of students' pressure, worries, nervousness and critical circumstances electronically after the COVID-19 pandemic (Flaherty 2020). ...
Background: The sudden shift by higher education institutions (HEIs) to emergency remote teaching (ERT), driven by the coronavirus disease 2019 (COVID-19) pandemic, pushed academic advisors of HEIs to suddenly shift towards e-academic advising to continue with the provision of academic advisory support services. However, few studies have concentrated on e-academic advising innovation challenges in the context of developing countries.
Objectives: Therefore, the objective of this study was to examine students’ challenges in the innovative e-academic advising during ERT in a HEI in South Africa.
Method: The study employed an online survey method and a stratified random sampling technique to select 240 first-year university undergraduate students from six faculties for the study. Structural equation modelling (SEM) with post hoc analysis, Bonferroni correlation, factor analysis with promax rotation and the Kaiser–Meyer–Olkin measure of sampling adequacy were employed in analysing the collected data.
Results: The findings revealed significantly correlated institutional, technological and personal challenges to e-academic advising. Despite e-academic advising challenges being experienced differently across faculties, findings revealed that students experienced personal challenges more than institutional and technological challenges.
Conclusion: Personal challenges are the most important factors for consideration when innovating to e-academic advising. The study concludes that the management of the HEI studied could improve the success of its innovation of integrating e-academic advising solutions to its academic affairs by considering a holistic approach that recognises the multifaceted challenges identified.
Contribution: The study contributes to the discussion on student success in online learning environments. Once the challenges are identified, measures can be put in place to address them.
... Higher education institutions (HEIs) struggled to augment their information communication technologies (ICTs) to keep on supporting students and restrict disturbances to their academic calendars (Fried & McDaniel 2020). One of the areas affected by the emergent shift was student academic advising, as it is part of the overall teaching and learning process (Campbell & Nutt 2008;Chan et al. 2019). Academic advising involves interaction between assigned academic advisors and students to provide students with guidance and advice (Iatrellis, Kameas & Fitsilis 2017), affording students opportunities to explore and acclimatise to the higher education institutional policies, procedures, services, resources, their academic goals, professional goals and personal goals (Chan et al. 2019). ...
... One of the areas affected by the emergent shift was student academic advising, as it is part of the overall teaching and learning process (Campbell & Nutt 2008;Chan et al. 2019). Academic advising involves interaction between assigned academic advisors and students to provide students with guidance and advice (Iatrellis, Kameas & Fitsilis 2017), affording students opportunities to explore and acclimatise to the higher education institutional policies, procedures, services, resources, their academic goals, professional goals and personal goals (Chan et al. 2019). However, during the COVID-19 pandemic, the responsibility of academic advisors suddenly shifted to include supporting and easing of students' pressure, worries, nervousness and critical circumstances electronically after the COVID-19 pandemic (Flaherty 2020). ...
... In the discussion of academic advising, Kuhn et al. (2006) claimed that the academic advisor must meet the needs of the student as part of the humanizing experience. On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support (Gutiérrez et al., 2020;McDonald, 2008;Steele, 2016). ...
... On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support (Gutiérrez et al., 2020;McDonald, 2008;Steele, 2016). Needless to say, most researchers have a shared understanding that the role of academic advisors is vital to support college students (Chan et al., 2019;Kuhn et al., 2006). In essence, the core philosophy of humanizing academic advising is centering on student caring (NACADA, 2017). ...
The use of information and communication technologies, such as Zoom, Canvas, Blackboard, and Microsoft Teams, has dramatically revolutionized student learning and academic advising at the time of the COVID-19 global pandemic. This chapter builds on previous research to explore how humanizing academic advising with technology impacts student interaction, technological engagement, and the online community in a higher education context. We examine how current and future technological advancement can be leveraged to reach and support students and argue that the academic advising process needs to put human beings at the center of the student experience. This integrative review provides a snapshot into the higher education landscape that may garner future conceptualization of advising practices, implementations, and policies.
... If the university, together with the professors, promotes actions to integrate the students with the job market, with job opportunities during graduation, the student could benefit, through learning and acquired skills, from such actions. However, universities that do not offer these services can harm hedonic value precisely because of the negative feeling of frustration concerning the learning progress (Chan et al., 2019;Walker et al., 2016). Considering the above, we have the following hypothesis: ...
... At the third level of analysis, there is the institutional level, where the university has the structure to promote students' integration with the job market and with job opportunities during graduation, either in a private initiative or in research. Universities that do not offer these services can harm hedonic value, precisely because of the negative feeling of frustration about learning progress (Chan et al., 2019;Walker et al., 2016) and also for the service quality (Mao and Oppewal, 2010), creating a negative image (Azoury et al., 2014). Students who perceive their academic progress develop skills and abilities and access new opportunities associated with positive feelings. ...
Purpose
This study aims to analyze factors that may influence the value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.
Design/methodology/approach
The authors conducted a survey with 900 students from a university in southern Brazil. The main results evidenced that the built environment positively and significantly influences teaching care, hedonic value and value-in-use.
Findings
The hedonic value, teaching care and built environment explain 67.8% of value-in-use; the built environment and teaching care explain 45.1% of hedonic value; and the built environment explains 45.1% of the teaching care. Based on the results, it was possible to identify the value that the built environment and the teaching care represent for university students. Therefore, universities should invest in these dimensions, considering the time and cost students spend on this service to increase their satisfaction and retention.
Originality/value
This study analyzes antecedents of value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.
... Conducting academic advising training courses by the faculty, and provide academic advisors with incentives and rewards can improve academic advising process. This finding is in congruence with Chan et al., [31] in China, who examines the academic advising from advisors and advisees perspectives and asserted on the importance of providing training in advising as some advisors could not guide students as they suffer from lacked administrative knowledge due to insufficient training. ...
... In the same line Chan et al., [31] who examine the perspectives of advisors and advisees towards academic advising in undergraduate nursing education and suggested that sufficient training is been needed to increase the effectiveness of academic advising. Additionally, in a study in Texas by Shockey [32] reinforced that building recognition and reward system, and qualified individuals who want and have the capacity to serve students in academic advising are major areas for strengthen academic advising program. ...
Background: Academic advising plays a crucial role in academic success; it was considered an integral part in achieving faculty educational goals. The aim of the current study was to develop corrective actions to improve academic advising process through investigating the obstacles and solutions from the perspective of both academic advisors and students. Method: An analytical cross-sectional research design has been used. The sample included 51 academic advisors and 424 students enrolled in the faculty of nursing at Mansoura University. A Socio-demographic questionnaire, academic advisor's performance sheet, and academic advising obstacles sheet were used to collect data. Results: Obstacles related to advisors scored higher rather than other obstacles from the students' point of view. Students' levels varied significantly with advisors' performance and obstacles. There is no significant correlation between advisors' performance and academic advising obstacles as preserved by students Conclusion: Providing academic advising training sessions and incentives can improve academic advising. Therefore, the findings pointed to enhance academic staff' abilities related to academic advising through training programs. In addition, further researches are suggested in this area.
... Academic advising and mentorship can have a great influence on selecting future career pathways according to a systematic review by Chan, et al., which evaluated the impact of academic advising on career opportunities exploration and the feedback from advisees [24]. In fact, academic advising and mentorship can help students set educational objectives that would enable them to attain their career aspirations [25]. ...
Background
Hundreds of pharmacists graduate from pharmacy colleges in Saudi Arabia, and various factors influence their choice of career pathway. Very few single-institution studies assessed career choices of pharmacy students with or without evaluating the influencing factors. Therefore, this study aimed to evaluate career choices and the associating factors of pharmacy interns from multiple colleges in Saudi Arabia.
Methods
This was a cross-sectional study that surveyed pharmacy interns from 25 pharmacy colleges in Saudi Arabia using an online questionnaire. The survey was sent during the last rotation month in the internship year (May–June 2022).
Results
Of 454 participants, 411 (90.5%) were enrolled in Doctor of Pharmacy programs. While most participants were interested in becoming clinical pharmacists ( n = 183; 40.3%), a considerable number were also interested in working in different sectors of pharmaceutical companies and industry ( n = 127; 28%). Internship training significantly correlated with selecting clinical pharmacy specialist career ( r = 0.19; P = 0.0001), whereas salary/financial incentives significantly influenced the choice of working as sales and marketing representatives and pharmacy product specialists in pharmaceutical companies ( r = 0.29 and 0.24; P < 0.0001 for both). College courses correlated with choosing academia in pharmaceutical sciences ( r = 0.20; P < 0.0001), whereas summer training correlated with the community pharmacy career ( r = 0.11; P = 0.02).
Conclusion
Pharmacy colleges should utilize results from this study to enhance the exposure of pharmacy students during their academic years to different pharmacy career pathways by allowing the opportunity to shadow pharmacists from different sectors as part of college courses, inviting previous graduates, and activating the role of academic advisors in career orientation.
... Quadir et al. (2019) highlighted three types of significant interactions on subjective LOs: learner-learner interaction, learner-teacher interaction, and learner-content interaction. Similarly, the positive role of academic advising in achieving better grades among students and improving their self-perceived gains has been highlighted throughout the literature (Chan et al., 2019;Jamaludin et al., 2021;Mu & Fosnacht, 2019) It is noteworthy that the students who participated in this study completed their GFP right before the transition to online teaching and learning due to the global pandemic of Covid-19 and therefore, they received education on campus. Fatima (2020) pointed out that the shift to online mode due to the pandemic could primarily affect the delivery of the English language among students in Oman, which in turn, would affect the achievement of the set LOs of the GFPs in the Sultanate. ...
The General Foundation Program (GFP) is a pre-requisite program for nearly all undergraduate students in Oman in both private and government higher education institutions. The GFP elements include English Language, Computing, Mathematics, and General Study Skills. The present study aimed at evaluating the effectiveness of the GFP with special reference to its Computing element. To do so, 106 (72 females and 34 males) post-GFP students’ perceptions of their competencies in the Computing element were evaluated. Data were collected through a 5-point Likert Scale author-designed questionnaire created based on the Learning Outcomes (LOs) of the component. The chi-square results revealed statistically significant differences among the frequencies of the students’ responses in rating their competencies in Computing LOs. Based on the findings, the participants were mostly competent in all the 6 main LOs of the Computing element. In addition, a few criteria with positive effects on achieving the LOs of educational programs were discussed.
... (4) As an academician, we can enhance students' understanding and learning by estimation of their satisfaction levels during their education and learning along with clinical trainings, tools for effective communication and proper time management. (5) This will enable us to modify the physical therapy program curriculum, clinical trainings and adopt new learning strategies in our institutions. (6) Interest in student satisfaction at undergraduate and graduate level is wellestablished within higher education in many countries but depends upon several factors. ...
Background: The quality of medical teaching can be refined based on the attitude of the students towards their clinical and teaching environment. The objective was to determine student attitudes towards their profession and education in Punjab. Methodology: This cross-sectional survey was conducted from 20th July to December 2021 after taking ethical approval. The data was collected through an online google document from physical therapy undergraduates and post graduates from different institutes of Punjab. The outcome was measured using “physical therapy student attitudes questionnaire (PSAQ)”.It had four sections, section A is about the knowledge of the profession, section B includes beliefs about future, section C is about patient exposure in clinical trainings and section D is about level of satisfaction from the learnings. The data was encoded and analyzed using SPPS V.23. The descriptive statistics and mean+ standard deviations were used to present the scores. The independent sample t-test was used to find the difference in mean scores of males and females with p value ≤ 0.05 taken as significant. Results: The current study comprised of 82(32.15%) males and 173(67.84%) females with mean age of 22.5+6.5 years. The overall satisfaction level regarding knowledge, future beliefs, clinical exposure and learning was good with total mean± SD of 87.62+17.64 for males and 87.97+18.67 for females. There was no statistically significant difference of satisfaction among male and female students with P >0.05 Conclusion: The student attitude was quite satisfactory regarding their choice of physical therapy profession, good future, patient exposure and learning skills. There was no statistically significant difference based on the gender. Keywords: Education, Patients, Physical therapy, Satisfaction, Training.
... This connection has been linked to benefits in student engagement and retention, which in turn leads to decreasing attrition, boosting graduation rates and creating a sense of connectedness to the institution [7][8][9][10][11]. A further benefit of Academic Advising is assisting in the adjustment from high school/secondary school to an HE environment [12,13]. Moreover, certain cohorts stand to benefit significantly, notably those from low-income households and first-generation university students [8]. ...
A project to formalise and expand Academic Advising has been implemented at the UCD Civil Engineering School. The goals of this project were twofold: on the one hand, it aimed at training faculty members in Academic Advising roles and providing them with the necessary resources. On the other hand, the project sought to expand student interaction, in particular by engaging students informally in order to build a rapport between them and the academic advisors that we expect will bring long term benefits. The resulting model combines elements of both the prescriptive, e.g., formal training, informative talks on key topics, and developmental approaches, e.g., coffee mornings for students and faculty members. The evaluation of the project was carried out through questionnaires and focus groups. It highlighted very positive feedback from the students, who find these new lines of communication with the academic staff to be useful and productive.
... However, the nursing advising and mentoring knowledge base do not explicitly address mentoring students to enter practice in areas outside of acute care nursing. Despite this lack of scholarship, Chan et al. (2019) recommend identifying faculty expertise in practice settings, particularly specialty areas outside of acute care environments. This identification offers a promising first step to connecting students with faculty interested in the specialty areas represented by those teaching staff. ...
This is an editorial discussing the tradition of nursing programs preparing and pushing students into acute care following graduation.
... In the discussion of academic advising, Kuhn et al. (2006) claimed that the academic advisor must meet the needs of the student as part of the humanizing experience. On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support McDonald, 2008;Steele, 2016). ...
COVID-19 and Higher Education in the Global Context: Exploring Contemporary Issues and Challenges addresses the lasting impact of the novel coronavirus (COVID-19) in the higher education sector and offers insights that inform policy and practice. Framed in a global context, this timely book captures a wide variety of topics, including student mobility, global partnerships and collaboration, student health and wellbeing, enrollment management,
employability, and graduate education. It is designed to serve as a resource for scholar-practitioners, policymakers, and university administrators as they reimagine their work of comparative and international higher education in times of crisis. The collection of chapters assembled in this volume calls for a critical reflection on the opportunities and challenges that have emerged as a result of the global pandemic, and provides as a basis for how tertiary education systems around the world can learn from past experiences and shared viewpoints as institutions recalibrate operations, innovate programs, and manage change on their respective campuses.
... In the discussion of academic advising, Kuhn et al. (2006) claimed that the academic advisor must meet the needs of the student as part of the humanizing experience. On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support McDonald, 2008;Steele, 2016). ...
As the world grapples with the COVID-19 pandemic, international higher education (IHE) enters a new territory and complicates models that describe a third wave of internationalization. Against this backdrop, we apply a three-layer (country, institution,
individual) analysis to understand COVID-19’s impact on IHE in Canada and the United States, on particularly student mobility, and consider the future of an altered landscape. At the national level, we consider how the two countries are responding to COVID-19 regarding their policies toward international students and what long-term impact might be looming. At the institutional level, we consider the pandemic’s impact on institutions’ revenue, mission, internationalization strategies, and even survival. At the individual level, we examine how this pandemic impacts international students’ plan of study in Canada and the United States, with their concern for the expense and experience of online learning and their consideration of other alternative destination countries.
... A final recommended strategy therefore is the expansion of online services to promote equity of access. A recent review found five studies of online academic advising services, and in all but one the students found it beneficial (Chan et al., 2019). In an Australian study, 47% of students said they would be likely to use online programmes to promote wellbeing; this increased to 58% of students when experiencing high psychological distress (Ryan et al., 2010). ...
Centralised student support such as academic advising, career guidance, and wellbeing services are important elements of the first-year student experience. While some studies have investigated how use of these services relates to student outcomes, there has been little focus on how they might influence student engagement. The current study addresses this gap. Nineteen students were interviewed weekly throughout their first year at an Australian regional university. The subset of data reporting students’ use of support services was analysed through the lens of a conceptual framework of student engagement. Findings show support services potentially foster student engagement through improving student belonging, self-efficacy, wellbeing, and emotions, and that support services offer opportunities to break cycles of disengagement. Why students were sometimes reluctant to use such services is also explored. The findings lead to recommendations for practice: teaching students to view support services as proactive skill-building rather than remedial help-seeking; implementing strategies that normalise and individualise student support; and supplementing campus-based services with personal online appointments. All such strategies need to be in partnership with academic staff.
... Academic advising has been identified as a cornerstone of student success in PSE (Chan et al., 2019;Lee & Schneider, 2016;Smith & Allen, 2019). In their study of PSE transfer students, Lee and Schneider (2016) found that academic advising is most positively associated with the persistence of these students. ...
The benefits of postsecondary education (PSE) are well documented and yet historic challenges have contributed to significant underrepresentation of students with disabilities. This paper presents the results of a survey study that explored students with disabilities’ experiences of transfer between PSE institutions in Canada. Data was collected using a survey questionnaire developed by the research team. Rating questions were analyzed using descriptive data. Students also answered open-ended questions that were analyzed using a qualitative content analysis approach. Sixty-nine of the 248 survey responses received indicated involvement in transfer between PSE institutions, mostly college to university. Four out of 5 of the transfer students self-identified as having psychiatric and mental health disabilities (e.g., anxiety, depression). Perceptions and experiences among successful and non-successful transfer students were mixed. Fully one-third of transfer students indicated that they felt that college-university transfer may be a better route for PSE for students with disabilities than going straight to university. Barriers to college-university transfer, among others, included a lack of information about who can assist with the process (62.5%) and inadequate information about disabilities and accommodation (56.3%). The results of this snapshot of PSE students with disabilities’ perceptions of college-university transfer may inform the design of evidence-based PSE transition interventions for this population. Additionally, given the under-representation of Indigenous and other racialized students in PSE, there is merit in further investigation focusing on their transfer experiences.
... The need for an automated academic advising approach in educational institutions can benefit from the use of technological advancements among other improvements [1]. The survey provided in [3] analyzes more than 40 works in the area of automating academic advising. ...
... In nursing studies, the literature relates personal factors such as care of children, cultural differences or ignorance of what nursing is and other factors such as the intensity of studies, clinical practices or the lack of counselling programs with academic burnout (Valero-Chillerón et al., 2019), the abandonment of studies or the success and fulfilment of academic goals (Chan et al., 2019, Mooring, 2106. However, there are few studies that include the type of academic goal orientation of students of health sciences, and specifically of nursing, as a relevant factor that may influence these and other aspects. ...
Background:
Academic motivation guides students toward the achievement of academic objectives and influences their learning. However, there is little research on this subject in nursing education, and validated instruments are not available in Latin America.
Objective:
To determine the validity and reliability of the Academic Goals Orientation Questionnaire in Colombian nursing students.
Design:
Cross-sectional psychometric study developed in the second semester of 2016.
Settings and participants:
Undergraduate students in nursing at the National University of Colombia (n = 323).
Methods:
The Academic Goals Orientation Questionnaire was administered electronically. In addition, the variables of age, sex and academic year were collected. An analysis of construct validity was carried out by exploratory and confirmatory factor analysis. The reliability of the questionnaire was studied with Cronbach's alpha.
Results:
The exploratory factor analysis revealed the presence of four factors that explain 53.4% of the total variance and that correspond to the dimensions of the original instrument. The overall reliability was α = 0.714. The confirmatory factor analysis verified a good fit of the model (χ2 = 128, p = .024); its standardized mean square residue (SRMR) was 0.0471; the root mean square error of approximation (RMSEA) was 0.03 (IC95% = 0.011-0.044), and the comparative fit index (CFI) was 0.972. The learning or task goal obtained the highest average score (m = 4.67, 95% CI = 4.629-4.712), and the Work avoidance goal was the worst rated (m = 2.126, 95% CI = 2.055-2.198) by the students.
Conclusion:
The Academic Goal Orientation Questionnaire has an adequate validity and reliability in the Colombian context that allows it to be applied in nursing students. However, it is recommended to expand the study with larger samples and other countries in the same context.
Background
Academic goals guide the learning mode of nursing students, focus their objectives and influence the acquisition of skills. However, research on academic goals and related variables is scarce.
Objective
To study the relationship between different sociodemographic and academic variables with the type of academic goal in nursing students at the Universitat Jaume I (Spain).
Design
Cross-sectional study conducted between September 2020 and June 2021.
Settings and participants
Undergraduate nursing students at Universitat Jaume I (n = 263).
Methods
The Academic Goal Orientation questionnaire was administered. In addition, the variables age, gender, route to university, previous health studies, previous training in critical thinking, degree year and average grade on academic record were collected. A descriptive analysis of the sample and an analysis of the association between variables were performed. In addition, exploratory multinomial logistic regression was performed.
Results
The nursing students preferred the Learning Goal (95.8%; n = 263), and this increased among the students as their average grade increased. The results of the multivariate analysis indicated that students with a lower average grade, those from advanced years and those without previous training in critical thinking preferred the Work Avoidance and Self-defeating Ego Goals.
Conclusion
The preferred goal among the students was learning. The variables that influenced the type of goal were year, average grade and previous training in critical thinking.
The hospitality industry worldwide has been experiencing the problem of attracting and maintaining quality employees. If today's students are to grow into future effective practitioners, it is very essential to understand their perceptions of hospitality industry itself. Thus, this research aims to investigate the perceptions of undergraduate students in Faculty of Hotel and Tourism Management, Universiti Teknologi Mara, Puncak Alam Campus, Selangor, Malaysia towards pursuing their career in the hospitality industry. Hence, this study is conducted in order to identify the relationship between these four independent variables, which are career development, pay and benefits, peers influence, and academic advisors influence, and the dependent variable, which is hospitality student intention towards pursuing career in hospitality industry. This study employed quantitative method and a total of 248 students in Faculty of Hotel and Tourism Management participated in this study. A set of self-administrated questionnaire distributed to each student and data collection took about 4 weeks in November, 2019. The questionnaire was analysed by using SPSS statistical tool and it was found that there is moderate relationship between those variables. The study highlights the importance of certain elements in influencing the students' perception and intention towards pursuing their career in the hospitality industry right after they graduate.
Aim
To evaluate the institutional indicators of academic success, performance and failure and to identify the factors that influence the performance, academic adaptation and mental health of nursing students.
Design
Descriptive, cross-sectional study.
Methods
Data collection was performed between April 2018 and January 2020, focusing on academic data of nursing students (n=348) and answers to a questionnaire with active students of the course with at least two years since admission (n=88).
Results
Academic data indicates negative trends on academic failure and dropouts. Mean academic performance was 7.56 out of 10 and ALEQ-r results showed high academic adaptation in all dimensions, except in the personal dimension of scale. The prevalence of depressive symptoms reported was 60.2% (95%CI: 49.8%–70.1%) and presented as predictors of this condition both academic performance and adaptation.
Conclusions
There was found a trend in academic failure and dropouts among nursing students, as well as a relevant prevalence of depressive symptoms despite good average of academic adaptation and academic performance.
Purpose – This paper aims to present a Systematic Literature Review (SLR) of studies in Brazil with applications of multivariate control charts indexed in journals on the Web of Science. Design/methodology/approach – The following steps were carried out: a detailed synthesis was performed on the general characteristics of the corpus, co-citation and collaboration networks analyzed; and a co-occurrence of terms in the text corpus was verified. A Systematic Literature Review was carried out using the protocols set out by Biolchini et al. (2007), Kitchenham (2004) and Tranfield, Denyer and Smart (2003). Papers were selected from the Web of Science database, and after applying filters, results for 29 articles were given to compose the corpus. Findings – A tendency was found for an increase in publications, along with more international research on the issue. The journal most used for publication was the Microchemical Journal. This analysis provided relevant authors for research in this area: Harold Hotelling, Douglas Montgomery, and John Frederick MacGregor. Important Brazilian researchers were highlighted who work mainly in the pharmaceutical and biodiesel industry. Originality/value – No articles were found that had carried out a Systematic Literature Review of Brazilian research on multivariate control charts. The main contributions to this manuscript related to an increase in scientific know-how in the area of multivariate and bibliometric analysis. Keywords - Multivariate Control Charts. Systematic literature review. Bibliometric analysis.
The current research aimed at detecting the effect of some methods and practices used in the academic supervision program at the College of Education; on achieving students’ satisfaction and helping them avoid the risk of falling under academic probation. To achieve this goal, two tools were used: The first one was student evaluation Questionnaire of the academic supervisor, and the second was student interview form with the academic supervisor. The research tools were both applied, after finishing the spring semester 2018, on 61 mixed gender students who received the academic supervision program at the College of Education of Sultan Qaboos University in the Sultanate of Oman. The results of the qualitative analysis of students' responses to both tools have indicated a high level of students’ satisfaction with the academic supervision practices of the current program. The researcher recommends developing research tools and applying them more extensively and adding other criteria to further ensure that the academic supervision program achieves its full objectives.
Self-reported depressive experiences are common among university students. However, most studies assessing depression in university students are cross-sectional, limiting our understanding of when in the academic year risk for depression is greatest and when interventions may be most needed. We examined within-person change in depressive symptoms from September to April. Study 1 (N = 198; 57% female; 72% white; Mage = 18.4): Depressive symptoms rose from September, peaked in December, and fell across the second semester. The rise in depressive symptoms was associated with higher perceived stress in December. Study 2 (N = 267; 78.7% female; 67.87% white; Mage = 21.25): Depressive symptoms peaked in December and covaried within persons with perceived stress and academic demands. The results have implications for understanding when and for whom there is increased risk for depressive experiences among university students.
We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).
This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Academic Advising Systems (AAS) and its impact on learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of AAS in generic educational strategic planning. The researchers examined the literature on experimental case studies conducted in the domain during the past ten years (2008–2017). Search terms identified 98 mature pieces of research work, but inclusion criteria limited the key studies to 43. The authors analyzed the research questions, methodology, and findings of these published papers and categorized them accordingly. The results have highlighted three distinct major directions of the AAS empirical research. This paper discusses the emerged added value of AAS research and highlights the significance of further implications. Finally, the authors set their thoughts on possible uncharted key questions to investigate both from pedagogical and technical considerations.
Academic genealogy can be defined as the study of intellectual heritage that is undertaken through the relationship between a professor (advisor/mentor) and student (advisee) and on the basis of these ties, it establishes a social framework that is generally represented by an academic genealogy graph. Obtaining relevant knowledge of academic genealogy graphs makes it possible to analyse the academic training of scientific communities, and discover ancestors or forbears who had special skills and talents. The use of metrics for characterizing this kind of graph is an active form of knowledge extraction. In this paper, we set out a formal definition of a metric called ‘genealogical index’, which can be used to assess how far researchers have affected advisor–advisee relationships. This metric is based on the bibliometrics h-index and its definition can be broadened to measure the effect of researchers on several generations of scientists. A case study is employed that includes an academic genealogy graph consisting of more than 190,000 Ph.D.s registered in the Mathematics Genealogy Project. Additionally, we compare the genealogical indices obtained from both the Fields Medal and Wolf Prize winners, and found that the latter has had a greater impact than the former.
Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a three-step process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.
Bringing their personalities and experiences to their relationships with students, academic advisors engage with a diverse population of students every semester. However, they meet with many students who display cynicism and exhaustion, known as burnout, toward their major. Over 300 music majors across the country were surveyed on their perceived academic advisor support, basic psychological needs, and burnout levels. Perceived student dissatisfaction of advising was positively correlated with burnout, such that larger measures of dissatisfaction are associated with larger measures of burnout. In addition, using basic psychological needs as mediators, we found numerous predictive relationships between advising factors and burnout; these findings suggest that advisors should consider the psychological needs of their students.
This research proposes a two-stage user-based collaborative filtering process using an artificial immune system for the prediction of student grades, along with a filter for professor ratings in the course recommendation for college students. We test for cosine similarity and Karl Pearson (KP) correlation in affinity calculations for clustering and prediction. This research uses student information and professor information datasets of Yuan Ze University from the years 2005–2009 for the purpose of testing and training. The mean average error and confusion matrix analysis form the testing parameters. A minimum professor rating was tested to check the results, and observed that the recommendation systems herein provide highly accurate results for students with higher mean grades.
This qualitative study investigates the learning and development outcomes of academic advising programs of 10 undergraduate students from three faculties at UTM. In-depth interviews were conducted to identify the relevant and desirable learning and development outcomes of academic advising. The interviews were recorded and transcribed verbatim. The qualitative data was analyzed using a thematic analysis. Results showed that the relevant and desirable learning and development outcomes resulting from active participation in academic advising programs can be divided into seven themes. The themes are intellectual growth, effective communication, enhanced self-esteem, leadership development, meaningful interpersonal relation and social responsibility, satisfying and productive lifestyles, and attainment of personal and educational goals. The findings provide evidence on the impact of well-planned academic advising programs toward achievement of student learning and development outcomes. The findings can also be used to develop academic advising program standards to ensure the quality of academic advising programs in UTM.
Extant research suggests that student loyalty, a strong bond between the student and university, positively affects important student outcomes,
most notably retention. In this article, we advance the notion that academic advisors should become managers of the student–university relationship. We examine the correlation between respondents’
perceived quality of academic advising and their loyalty to the university as measured by our recently developed Student University Loyalty
Instrument, administered to 1,207 undergraduates at three comprehensive midwestern institutions. Results suggest that a positive relationship exists between the perceived quality of academic advising and student loyalty, other meaningful indicators of the student–university relationship, and specific student demographic characteristics. Recommendations for academic advising practice are shared.
In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pacific Islands and Asian university students. The present study investigated an aspect of this disparity and considered students' intentions to seek academic support services and their actual uptake of those services. One hundred and fifty two tertiary students participated in the study. Students were asked if they intended to access academic support services and whether they actually accessed these services. In addition, levels of academic achievement were obtained from academic records. The findings clearly showed a difference in grade average scores, with Asian students obtaining higher scores than Pacific Islands students. There were, however, no differences between the two groups in their actual use of academic advising services despite the Pacific Islands students indicating greater intent to seek assistance. The lower grade achievement and the higher intention to access services suggest there are definite implications for educationalists.
This article explores the role of an Academic Advising programme based on personal exchanges between academic staff member and students in enhancing the latter’s academic success. The contribution focuses specifically on the relevance of “Academic Advising” as an innovative strategy for boosting the academic performance of extended diploma programme students. This strategy responds to the imperative to design appropriate interventions to effectively assist with increasing the academic success of students from disadvantaged school backgrounds, who are considered “at-risk” especially in their first year. Put differently, Academic Advising is an intervention aimed at identifying these “at-risk” students early in their first year of study, and supporting them holistically with the view to increasing “access for success” in Higher Education. Interviews with staff members and students are used to elicit both parties’ experience of the particular intervention. It is shown that the success of this intervention is strongly linked to academic staff’s ability to identify the personal struggles of individual students, namely, accommodation issues, reading and language challenges, and lack of career guidance. Besides improving students’ academic performance, this intervention will create a sense of accomplishment, increased enthusiasm and confidence among these students, who did not initially meet the minimum entry requirements for Higher Education.
DOI: 10.5901/mjss.2014.v5n27p732
Academic advising is one of the key functions in higher education. While there has been a development of advising practices in the past decade, the assessment of academic advising practices is far from satisfactory. In this article, we review major academic advising approaches and key characteristics of quality assessment practices. Based on the review, we propose the consideration of integrating both the logic model and mixed methods design in academic advising assessment framework. Adapting the Appreciative Education (AE) framework to guide the assessment process, we specify a 6-step model to assess the initiation, interaction, and impact of academic advising practices. © 2015 Association for the Study of Higher Education. All Rights Reserved.
This study examined advisee communication motives for engaging in out-of-class communication (OCC) with the faculty academic advisor. Undergraduate students (n = 21) were interviewed about their motives for engaging in OCC with their faculty academic advisors. In a thematic analysis, six motives emerged for engaging in OCC with faculty academic advisors: relational, participatory, encouragement, sycophanting, functional, and excuse-making. Given the variety of motives, findings support the value of establishing clear expectations about the academic advising relationship.
The paper investigated the academic advising experiences of ethnic minority students at Universiti Teknologi Malaysia (UTM). The main purpose of the paper was to examine the challenges faced and coping strategies used by the ethnic minority students as well as the role of academic advisors to ensure that students from ethnic minorities are able to complete their studies within the stipulated period of time. An in-depth interview was conducted to collect data. The interview was recorded and transcribed verbatim. The data qualitative were analyzed in the form of thematic analysis using NVivo10. The analysis revealed that ethnic minority students experienced many challenges and problems during their studies at UTM. The results revealed that communication barrier is one of the challenges that ethnic students faced during their studies. To overcome, these challenges and problems they learned and applied different coping strategies. In spite of those efforts, the ethnic students still require additional help and support from their academic advisors.
When both time and financial resources are limited, administrators selectively decide upon proper utilization of current technology and determine whether monies should be expended on new, flashy, and attractive technology realizing that it may not contribute to the advising experience. By obtaining feedback from the students whom the academic advising staff serves, administrators can effectively make such decisions. Findings from a student survey on technology preferences and utilization in academic advising for a large department of a public university are presented and discussed.
To enhance student success, many colleges and universities have expanded academic support services and programmatic interventions. One popular measure that has been recognized as critical to student success is academic advising. Many institutions have expanded advising by creating centralized units staffed with professional advisors who serve specific student groups. In this study, I used propensity score matching to estimate the impact of using centralized academic advising at a large metropolitan public research university on undergraduate students’ first-year GPA and second-year enrollment behavior. Using a cohort of 2,745 first-time full-time freshmen who matriculated in fall 2010, I matched students who used centralized advising with those who used no advising, over the course of two semesters. I then fit an OLS regression model to examine the impact of centralized advising on first-year GPA and a Zero Inflated Negative Binomial model to examine its impact on students’ enrollment behavior in the second year. I used these parametric results to simulate average treatment effects. Results indicated that students who used centralized academic instead of no advising experienced an increase in their first-term GPA, second-term GPA, and first-year cumulative GPA. Also, students who used centralized advising during the second term experienced a decrease in their probability of first-year attrition.
Protocols of systematic reviews and meta-analyses allow for planning and documentation of review methods, act as a guard against arbitrary decision making during review conduct, enable readers to assess for the presence of selective reporting against completed reviews, and, when made publicly available, reduce duplication of efforts and potentially prompt collaboration. Evidence documenting the existence of selective reporting and excessive duplication of reviews on the same or similar topics is accumulating and many calls have been made in support of the documentation and public availability of review protocols. Several efforts have emerged in recent years to rectify these problems, including development of an international register for prospective reviews (PROSPERO) and launch of the first open access journal dedicated to the exclusive publication of systematic review products, including protocols (BioMed Central's Systematic Reviews). Furthering these efforts and building on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines, an international group of experts has created a guideline to improve the transparency, accuracy, completeness, and frequency of documented systematic review and meta-analysis protocols-PRISMA-P (for protocols) 2015. The PRISMA-P checklist contains 17 items considered to be essential and minimum components of a systematic review or meta-analysis protocol.This PRISMA-P 2015 Explanation and Elaboration paper provides readers with a full understanding of and evidence about the necessity of each item as well as a model example from an existing published protocol. This paper should be read together with the PRISMA-P 2015 statement. Systematic review authors and assessors are strongly encouraged to make use of PRISMA-P when drafting and appraising review protocols.
© BMJ Publishing Group Ltd 2014.
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
The purpose of this study was to assess the use of and satisfaction with the academic-advising and student-support systems available to undergraduate students in the College of Dentistry at the University of Dammam. In addition, the study aimed to also identify factors that explained the help-seeking behavior of students which they used to solve academic issues.
Students enrolled in the five-year Bachelor of Dental Surgery (BDS) program in 2012-13 and 2013-14 first-year students were invited to respond to a self-administered questionnaire.
The results showed that 66.2% of students had discussed academic issues with their advisor at least once, with a frequency ranging from zero to six times. Most students reported that their advisors were readily available, listened intently to their needs and questions, and helped them solve their problems. However, only 7.6% of students relied primarily on advisors for help with academic issues, whereas 51% depended first on colleagues and 13.8% did not seek help and relied on themselves. In total, 17.2% of students were very or somewhat satisfied with the academic advising system. Males had lower odds of discussing issues with their advisors, and the odds were higher with advisors who were more available (OR = 0.25 and 3.74, respectively). Alerting students to important dates in the academic calendar significantly increased the odds that a student would depend primarily on academic advisors for advice related to academic issues (OR = 6.53).
Few students were satisfied with the academic support system. We need to train advisors to help them develop their skills and knowledge and to enable them to provide the support needed by the students.
The purpose of this methodological article is to provide a primer for conducting a mixed analysis—the term used for analyzing data in mixed research. Broadly speaking, a mixed analysis involves using quantitative and quantitative data analysis techniques within the same study. In particular, a heuristic example using real data from a published study entitled "Perceptions of Barriers to Reading Empirical Literature: A Mixed Analysis" (Benge, Onwuegbuzie, Burgess, & Mallette, 2010) is used with the aid of screenshots to illustrate how a researcher can conduct a quantitative dominant mixed analysis, wherein the quantitative analysis component is given higher priority and qualitative data and analysis is incorporated to increase understanding of the underlying phenomenon.
Teachers have multiple roles to perform nowadays. To fulfil their roles professionally, teachers need to be competent in their responsibilities towards their students inside and outside the classroom. One important teacher role inside and outside the classroom is to provide guidance and counselling to students. This paper has two aims. First, it discusses the importance of guidance and counselling training for teachers. The second aim of this paper is to investigate guidance and counselling training needs for teachers through students taking an innovative guidance and counselling component in a pre-service undergraduate teacher preparation program. This course component has been tried out with four cohorts of English Language Studies and English Language Teaching double-honours degree students. Using qualitative analysis of students’ responses in a personal reflection activity in the latest cohort, the present study found that students have various training needs, and perceived strengths and impeding issues in relation to carrying out the guidance and counselling role at school. The paper ends with discussions on directions for future teacher training and research.
Portfolios are important tools to document the professional experience of engineers, architects and other professionals. When implementing the portfolios at undergraduate level, often the quality of the portfolios’ entries and the frequency of their update by students are cited as obstacles. Other obstacles include the time
consumed in assessing the portfolio and the timeliness of feedback given to students. To address these difficulties, an integrated Portfolio-and-Advising system was introduced at two modules offered at undergraduate engineering courses. The system requires the students to track the progress of their learning
outcomes, provide documentary evidence to support claims of achievement of these learning outcomes and regularly meet their academic Advisors to seek feedback and validation of the achievement of the learning outcomes. This aimed at creating intentional learners out of these students as they take ownership of
their academic progress. Feedback from both the students and the lecturers (Advisors) is very encouraging as both students and lectures agreed that the system provides a useful and comprehensive tool to track the achievement of the module’s learning outcome.
Background. Postpartum depression (PPD) is a serious mental health disorder affecting 13% of women in developed communities. The present study reviews available epidemiological publications on PPD-related aspects in Iranian women to help policy makers and health workers to design preventative strategies and further researches. Materials and Methods. A systematic review was constructed based on the computerized literature valid database. The 95% confidence intervals were calculated by random effects models. Metaregression was introduced to explore and explain heterogeneity between studies. Data manipulation and statistical analyses were performed using Stata 11. Results. Overall, 41 studies met the inclusion criteria. The pooled prevalence of PPD in Iran was 25.3% (95% CI: 22.7%-27.9%). Amongst subgroups of unwanted delivery, illiterate, housewives, and having history of depression the prevalence was 43.4% (35.6-51.1), 31.6% (18.1-45.0), 30.7% (25.2-36.3), and 45.2% (35.4-53.1), respectively. Conclusions. Interventions that would specifically target women with a prior history of depression, illiterates, housewives, or women with unwanted pregnancies could be helpful to decrease the prevalence of postpartum depression in Iran.
The purpose of the present investigation was to determine the relationship between worldview, student academic confidence, and satisfaction with advising. More specifically, this study examines the relationship among level of advising satisfaction, worldviews of students, and the student's perceived style of advising received. The findings of this study indicate that a positive relationship exists between developmental advising and advising satisfaction. The results suggest that overall student characteristics such as gender and self-confidence are not as relevant to advising satisfaction as the style of advising used by the faculty or advisor. Furthermore, this study supports findings by Coll and Zalaquett (in press) and Coll and Draves (in press) who suggest that overall student worldviews are not a function of gender or age but may be more closely related to individual experiences.
Objective: To determine the effect of different enabling factors such as curriculum, role of faculty, academic advising and availability of learning resources and supportive services on the performance of students pursuing their Bachelor\'s degree in dentistry.
Methods: Data was collected from the male and female students of the College of Dentistry, King Saud University, during the academic year 2008-2009. All undergraduate students (576) constituted the total sample size of the study. The respondents were requested to fill a questionnaire form, which was specially designed in accordance with requirements of the Association for Dental Education in Europe (ADEE). The questionnaire comprised 45 questions addressing all aspects of the relevant factors. The five-point Likert scale was used to evaluate the feedback. All the responses (239) were thoroughly examined and only the completely filled forms (169) were subjected to regression analyses, taking student`s CGPA as a dependent factor and a depiction of their performance. The t-tests were also worked out to evaluate variations in the responses of male and female students to each sub-factor.
Results: The study showed a significant impact of faculty and learning resources and support services on a student\'s achievement (a= 0.05). Surprisingly, academic advising and the dental curriculum had non-significant effect at 95 % level of confidence. However, the critical analyses acknowledged that the non-significant impact was due to poor performance of the two factors.
Conclusion: The role of faculty and learning resources as well as of support services had significant effect on students\' performance. However, there is an immense need to improve the level of academic advising and revise the curriculum to have a significant impact of these factors on the student\'s achievements.
Less than ¾ of freshmen at four-year institutions return for a second year; the percentage is even lower for students at two-year institutions. While the causes for such attrition are complex, inaccurate advising is clearly a contributing factor. The first author developed an expert system for advising freshmen several years ago that did not address scheduling, an important factor in advising students. In this updated version of the program, the issue of scheduling is addressed and the re-engineered system is specified. The authors described two versions, built to meet the advising criteria of two different undergraduate institutions as well as discussing the design of a general model that can be customized for the needs of other schools.
Student advising is an important and time-consuming effort in academic life. This paper attempts to solve a technology-based “last mile” problem by developing and evaluating a web-based decision support tool (the Online Advisor) that helps advisors and students make better use of an already present university student information system. Two questionnaires were administered to 20 undergraduate students and five faculty members: one to gain insight about their perception of the current advising process, and the other to assess the usability of the proposed Online Advisor. 79% of users stated that they were satisfied with the Online Advisor. 90% rated the Online Advisor as effective and efficient. More than 75% rated the Online Advisor as useful and helpful.
To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in the context of student relationship management theory and the critical incident technique. Recommendations for academic advising practice are offered.
Universities in Hong Kong implemented a new 4-year undergraduate curriculum in 2012, and many initiated academic advising programs to help students from different academic backgrounds and with various levels of preparedness to review their options and manage challenges in college. For this study, we administered a questionnaire survey to discover students' views on and expectations for academic advising. The results show an overall positive evaluation of academic advising from students, who expected academic advisors to help them understand their study options and preferred a developmental over a prescriptive approach. Students reported that discussing career issues was their greatest need for academic advising.
Objectives:
The aim of this literature review was to identify emerging themes in current research to identify challenges to nursing student retention internationally, as well as strategies to improve persistence.
Design:
A narrative literature review was conducted.
Data sources:
Using CINAHL and HealthSource databases, journal articles were reviewed and evaluated for emerging themes related to the causes of high nursing student attrition rates and strategies to overcome this issue.
Review methods:
A five-step approach was used to complete the narrative review, beginning with problem identification, followed by the literature search, data analysis, theme emergence and synthesis of the information.
Results:
The literature review supports the idea that poor retention is related not only to student ability, but also to a lack of necessary intervention by faculty beginning with the admission process and continuing throughout the curriculum. Alterations should be made in the recruitment and student selection process. Aggressive academic advising strategies should be implemented, and retention programs should be interwoven in to the nursing curriculum.
Conclusion:
Student retention is a multifaceted issue that requires a multi-modal approach. Changes in recruitment, implementation of academic advising, and curriculum integration have the potential to help correct the problem.
Many universities have established academic advisor schemes so that academic advisors play a proactive role in supporting freshmen, helping them to achieve both academic goals and personal and professional aspirations. This research aimed to explore freshmen’s and academic advisors’ perspectives on the academic advisor scheme of a nursing school. A total of 79 participants (74 freshmen and five academic advisors) were recruited to participate in this qualitative research. The freshmen participated in a focus group interview, with 6-10 freshmen per group, and the academic advisors participated in an individual in-depth interview. Both expressed their perspectives on academic advising in four domains: (i) relationship building, (ii) academic development, (iii) personal growth, and (iv) professional goals. Most of the freshmen were satisfied and indicated that they had benefited from the academic advisor scheme, suggesting that academic advisors played a significant role in advising and supporting them. However, the results showed that relationships between freshmen and academic advisors should be further strengthened.
Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and advising behaviors have been shown, but student satisfaction remains unexamined. We investigate student satisfaction with servant leadership–based advising. Utilizing hierarchical multiple regression analysis, we found positive correlations between servant leadership and student satisfaction with advising. In particular, advisors' altruistic behaviors elicited the greatest impact on student satisfaction. Implications for practice include advancing advising pedagogy and improving advisor selection and professional development.
We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.
Often the frontline campus representatives who interact with undecided students, academic advisors receive the opportunity to offer academic support and guidance during the academic journey, which especially benefits first-year students trying to navigate this new and challenging endeavor. As a result of their unique position, advisors have the potential to influence both students' academic experience and satisfaction with the institution. This qualitative case study focuses on the advising experiences of first-year students who were undecided in their majors while attending a high-research-activity institution. Through individual interviews, participants articulately revealed how they made meaning of academic advising.
This descriptive literature review examines 50 years of research related to student nurse attrition within nursing education programs. Retention, attrition, drop-out, stop-out, and wastage are terms used over the decades to describe student nurse progress. The objective of the literature review was to identify and accept this global issue, review the evidence, and to identify potential gaps in the literature. An extensive literature review within multiple databases rendered multidimensional interrelated factors involving: The student nurse, learning environment and nurse educator, and clinical placement; yet the issue of student attrition persists. There may be another factor to consider: Policy. What influence does policy have on student nurse retention and attrition? This study examined current research evidence related to nursing student attrition and discusses layers of policy embedded in nursing education programs. Nursing program progression policies and non-uniform grading policies can be factors of students’ failure to progress.
The influx of technology into institutions of higher education has demanded changes to the traditional support structures at colleges and universities. Higher education students are using technology as a means to communicate with, and seek help from, university personnel, including academic advisors. This study focuses on how six university students used and understood an electronic social network to seek help from an academic advisor. Results indicate that participants used the social network site to seek prescriptive academic advising help and acquire information about university academic matters. Findings indicate that participants considered use of the electronic social network beneficial for seeking help and were receptive to interacting with higher education personnel electronically.
Student evaluations of advising (SEA) are often limited to student ratings of the faculty member's advising skills. As with teaching evaluations, ratings of SEA may not be the best reflection of the advisor's performance. In this study, the author analyzed SEA to determine the relationship between student characteristics and evaluation items. Results suggest both positive and negative relationships between student characteristics and evaluation items that are traditionally thought to reflect good advising. The author describes an alternate approach to analyzing SEA and offers suggestions for improving SEA.
The profile of students is changing, with an increase in first-generation and adult students. The purpose of this study was to examine differences in college perceptions between first-generation and continuing-generation adult undergraduates while controlling for demographic variables. The study and hypotheses are grounded in the Model of College Outcomes for Adult Students. It was hypothesized that first-generation students would report higher importance and lower satisfaction scores on the following variables: instructional effectiveness, academic advising, registration effectiveness, campus climate, safety and security, academic services, admissions and financial aid effectiveness, and service excellence. The results revealed that sex (more females) accounted for variance between first- and continuing-generation students on importance. There were no differences regarding satisfaction. With a higher number of female adult and first-generation students, higher education should better examine how to meet these students' needs. Recommendations for future research and practical implications are provided.
The transfer process includes areas such as academic preparation and advisement, transfer evaluation, financial aid, and psychosocial factors. A descriptive, exploratory method was employed to capture the perceptions of a transfer student cohort regarding their experiences in transitioning from lower division community college enrollment to upper-division, baccalaureate work. Using semistructured interviews within a focus group setting, and a follow-up survey, the study explored students’ perceptions of the effectiveness of their transfer experience. Three factors were identified as impediments to a successful transfer experience: (a) the quality of academic advisement, (b) access to financial aid, and (c) social and cultural issues.
Although academic advising is often linked to student success, student satisfaction with advising is a perennial problem. To better understand the nature of this dissatisfaction, we explored the perspectives of both the recipients of advising—students—and the providers of advising—faculty. We found that students and faculty agree on the relative importance of many aspects of advising, but faculty do not necessarily assume responsibility for all of the kinds of advising both they and students deem most important. The findings support the dual model for delivering academic advising services.
This case study explores student perceptions and experiences of advising at a New Zealand university. It considers the implications arising from the students’ responses and also investigates the influence of students’ demographic characteristics on perceptions of advice. Both first‐ (n = 191) and final‐ (n = 171) year cohorts of students were surveyed to determine why they chose particular courses, what advice they received and how aware they were of various support services. Although students were happy overall with the advice received, many had little or no expectations of the type of advice they should be receiving. The main sources of advice were the University enrolment pack, family and University School’s Liaison Officers. Academic advisers were less well used as a source of advice, even during later years of study. Advisers need to be educated about particular advising issues related to first‐generation students, part‐time students and international students. Many students had a career path in mind so it is important to provide holistic developmental academic advice that includes future career options.
A convenient response to the perennial problem of student dissatisfaction with academic advising is to simply say that faculty need to do more and better advising. In this study, faculty were surveyed about their attitudes toward, and experiences with, academic advising. Results showed that faculty, although generally satisfied with the advising they provide, do not necessarily feel responsible for all of the kinds of academic advising they believe are important for students to receive. These findings point to a gap in advising services that we suggest might best be bridged through faculty and student affairs partnerships. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter explores Facebook.com's current and potential uses for increasing college student involvement. Ideas based on Astin's model of student involvement provide a framework for discussion.
AbstractThis study aimed to find out answers for the following questions: 1- What is the degree of faculties’ practice in counseling students in Jordanian universities?2- Are there any statistically significant differences (? ? 0.05) in the degree of faculties’ practice in counseling students attributed to the type of college?The sample of the study consisted of (33) faculty staff members of (TTU) selected randomly. The findings of the study indicated that Faculties were highly involved in counseling students and there were no statistically significant differences (? ? 0.05) attributed to the type of college( humanistic or scientific) and gender in the degree of faculties’ practice towards students’ academic counseling.Keywords: Education, School. Counseling. University. Student.