Academic Advising: Assessment Beyond Student Satisfaction

2010 ◽  
Author(s):  
Tracie Burt ◽  
Adena Young ◽  
Stephanie Dixon
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Advising Assessment

Academic Advising Assessment Practices: Results of a National Study

2014 ◽  
Vol 34 (1) ◽  
pp. 64-77 ◽  
Author(s):  
Keith L. Powers ◽  
Aaron H. Carlstrom ◽  
Kenneth F. Hughey
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Student Learning Outcomes ◽  
National Study ◽  
Professional Judgment ◽  
Assessment Practices ◽  
Current State ◽  
Advising Assessment

Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey participants identified academic-advising student learning outcomes, one half assessed the achievement of those outcomes, with most using student surveys. Furthermore, 7% reported employing three or more measures while 60% reported improvements of practice and student learning based on the assessment.

Online Doctoral Student Satisfaction

2017 ◽  
pp. 236-247
Author(s):  
Dara Levitch ◽  
Melanie Shaw
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Economic Benefits ◽  
Program Completion ◽  
Higher Learning ◽  
Academic Experience ◽  
Institutions Of Higher Learning ◽  
Specific Factors ◽  
The Individual

Institutions of higher learning invest a great deal of time and money on retention issues. Research has identified institutional variables significant to student retention. Current researchers suggest each institution conduct studies to determine the specific factors important to the population served. Increasing retention has considerable financial and economic benefits to the institution, as well as benefits to the individual, especially if it leads to program completion. Research of literature has also indicated that quality of faculty and academic advising communications are two important factors perceived by students as contributing to overall the academic experience.

scholarly journals An American Business School’s Academic Advising and Professional Development Centers’ Early Pandemic Response

2021 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Gary Blau ◽  
Daniel Goldberg
Keyword(s):  
Professional Development ◽  
Student Satisfaction ◽  
Academic Advising ◽  
Market Value ◽  
The United States ◽  
Late Spring ◽  
Academic Learning ◽  
American Business ◽  
Senior Student ◽  
Business Undergraduates

As colleges and universities around the world grapple with the continuing impact of the ongoing COVID-19 pandemic, it is necessary for research to not only focus on student academic learning issues, but also test for maintained support of needed student resources such as Academic Advising and Professional Development Centers. Using the Senior Student Satisfaction Survey, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States of America were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). The goals of this study were two-fold. The first was to test for changes from pre-pandemic to early pandemic in seven student-related perception measures: attendance motivation, coursework challenge, professional development engagement, academic advising ease/quality, professional development ease/quality, business degree satisfaction, and perceived market value to potential employers. The second goal was to test for changes in the perceived relationships of five “independent variables”, i.e., attendance motivation, coursework challenge, professional development engagement, academic advising center ease/quality, and professional development center ease/quality, to two “dependent variables”, i.e., business degree satisfaction and perceived market value to potential employers. Comparing pre-pandemic (2019) to early pandemic (2020) perceptual change data, this study found that both the Academic Advising and Professional Development Centers handled these student-based perception variables from the surveys quite well. When the campus was suddenly closed due to the pandemic, both Centers successfully made quick adaptive changes to virtual models to handle initial student needs.

scholarly journals Validating Faculty Advising Through Assessment

2019 ◽  
Vol 39 (1) ◽  
pp. 34-49
Author(s):  
Julie E. Yonker ◽  
Dana Hebreard ◽  
Brian D. Cawley
Keyword(s):  
Academic Advising ◽  
Student Evaluations ◽  
Faculty Members ◽  
Faculty Advising ◽  
Perceived Importance ◽  
Before And After ◽  
Advising Assessment

Faculty members take on the role of primary advisors on many small campuses. Many report feeling underprepared for the advising role. Assessment of academic advising can raise the awareness and perceived importance of advising and provide helpful feedback for practitioners. We developed a 14-item online advising assessment used to evaluate four important domains of advising: academic advice, advisor availability, advisor as personable and interested, and advising about vocation. We used this assessment to evaluate advisors who participated in an advising workshop designed to enhance their relational and conceptual advising skills. Student evaluations of advisors before and after the workshop showed significant positive differences. We recommend this assessment for advising improvement and as a means of evaluating workshop efficacy.

Virtual Compared to Traditional Academic Advising Satisfaction Rates of First-Year College Students

2012 ◽  
pp. 698-712
Author(s):  
Pamela M. Golubski
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Support Services ◽  
Online Survey ◽  
First Year ◽  
Face To Face ◽  
First Year College ◽  
Advising Satisfaction ◽  
First Year College Students ◽  
Survey Responses

This study compared virtual/online to traditional/in person academic advising in terms of student satisfaction ratings. Students were exposed to two advising methods at different times during their first year in college. Upon experiencing an advising method, students completed an online survey that rated their satisfaction in the areas of scheduling/registration, communication, support services/majors, and overall satisfaction. The findings offered some insight into how effective virtual academic advising might be as an alternative to traditional, face-to-face methods. The results of this study indicated that students were slightly more satisfied with traditional advising across 16 questions encompassing four categories. When the survey responses were aggregated and mean responses compared in each category, t-tests results found that scheduling/registration, communication, and overall satisfaction resulted in significant differences between the mean satisfaction ratings between academic advising methods, with traditional being preferred. While the support services and majors category, resulted in no differences existing between virtual and traditional advising methods.

scholarly journals Pedagogical Issues Concerning Academic Advising

2006 ◽  
Vol 3 (11) ◽  
Author(s):  
Tahmoures Afshar ◽  
Leo O'Hara
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Private University ◽  
Pedagogical Issues ◽  
Academic Advisor ◽  
Chi Square ◽  
Cultural Variables ◽  
Cultural Trait ◽  
Class Status ◽  
Academic Information

This study examined whether, and to what extent, students’ personal and cultural variables have an impact on the advising process. 225 students in an urban, private university were asked to complete twenty-nine structured questions in the Fall 2005. Each question asked the student to rank on a scale of one to five the importance of a characteristic/responsibility of an academic advisor.  These twenty-nine characteristics/responsibilities were those most often cited in the literature as critical for an effective academic advisor.  In addition, the students were asked to provide some cultural, personal, and academic information on themselves including class status, GPA, age, gender, school, and ethnicity.  We used the chi-square testing technique.  This method of testing the hypothesis allowed us not only to identify which of the advisor’s characteristics and/or responsibilities were significant but also to identify which personal and cultural trait of the student a particular characteristic was most consistent with.   We found that students with different variables had quite different perceptions of the advising process. Students’ perceptions varied by age, class status, GPA, gender, school, and ethnicity. While there has been an increasing number of studies devoted to examining student satisfaction with academic advising, few of these studies have considered the student’s cultural, personal, and academic background as determinant factors in a successful academic advising process.

scholarly journals Management of Academic Advising in Higher Educational Institutions during COVID-19 Pandemic

2021 ◽  
pp. 1659-1666
Author(s):  
Rabab Ali Abumalloh ◽  
Azzah Ibrahim Alghamdi ◽  
Nedaa Azzam ◽  
Abeer Rafi’i Al Abdulraheem
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Academic Advising ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Global Impact ◽  
Level Of Satisfaction ◽  
Teachers And Students ◽  
Academic Services

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.

Student Characteristics and Collegiate Environments that Contribute to the Overall Satisfaction With Academic Advising Among College Students

2015 ◽  
Vol 19 (2) ◽  
pp. 145-160 ◽  
Author(s):  
Hal R. DeLaRosby
Keyword(s):  
Student Satisfaction ◽  
Pacific Northwest ◽  
Undergraduate Students ◽  
Academic Advising ◽  
Liberal Arts ◽  
Student Characteristics ◽  
Faculty Interaction ◽  
Advising Satisfaction ◽  
Highly Correlated ◽  
Survey Responses

Academic advising satisfaction is highly correlated with retention in higher education. Thriving Quotient survey responses were collected from undergraduate students at a private, liberal arts college in the Pacific Northwest. Using a multiple regression analysis, this study examined what student characteristics and collegiate environments affect student satisfaction with academic advising. The results indicate that campus residency, amount of time spent in student–faculty interaction, and the quality of student–faculty interaction are statistically significant factors in academic advising satisfaction.

From mission to measurement : advancing postsecondary academic advising assessment and practice through evaluating program theory and outcomes

2014 ◽  
Author(s):  
◽  
Tracie D. Burt
Keyword(s):  
Academic Advising ◽  
Mission Statement ◽  
Personal Responsibility ◽  
Program Theory ◽  
Chi Square ◽  
Cross Sectional ◽  
University Of Missouri ◽  
Student Responsibility ◽  
Advising Theory ◽  
Advising Assessment

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Through a program evaluation, this study was designed as a mixed method, causal comparative, cross-sectional inquiry into academic advising program theory and outcomes at Missouri State University (MSU). Data (i.e., advising mission statement, best practices, and surveys) revealed only implicit articulation of program theory�that is, the operational plan did not logically connect desired advising outcomes with program activities. Chi square analyses demonstrated significant differences between freshman expectations and senior experiences related to advising. ANOVA results revealed no significant GPA differences based on different amounts of advising. ANOVA results linked advisor support, advisor information, and personal responsibility to senior GPA, and regression analyses revealed each as significant GPA predictors. Qualitative data supported quantitative findings, providing insights to expand advising theory. In sum, findings were aligned with advising theory and constructs from the literature, including advisor accountability and empowerment, student responsibility, self-efficacy, study skills, and perceived advisor support (Lowenstein, 2005; Young-Jones, Burt, Dixon, and Hawthorne, 2013), and resulted in recommendations to enhance institutional advising assessment. Keywords: academic advising, advisor, evaluation, learning outcomes

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