A Study of Undergraduate Students’ Perception about Academic Advising in an Indonesian University

The aim of the research was to explore undergraduate students’ perceptions about academic advising in an Indonesian university by measuring aspects of academic advising, involving the nature of advising relationship, the frequency of activities occurring during advising sessions, and students’ satisfaction with academic advising. The research applied quantitative research conducted by administering a questionnaire. The sample consisted of 302 undergraduate students who were asked to respond about the type of academic advising they perceived, topics discussed between advisor and student during academic advising sessions, and their satisfaction with academic advising in the university. The results show that the undergraduate students at an Indonesian university perceive their academic advising as ‘developmental advising’ rather than ‘prescriptive advising’. Undergraduate students perceive that the advisors not only focus on academic performance but also students’ holistic development. Most students are satisfied with the academic advising they have experienced. The topics most frequently discussed are related to the registration and course selection, while the topics most rarely discussed are related to institutional policies. In general, 72,85% of students satisfy with the academic advising they have experienced.

Inferring Advisor-Student Relationships from Publication Networks Based on Approximate MaxConfidence Measure

A publication network contains abundant knowledge about advisor-student relationships. However, these relationship labels are not explicitly shown and need to be identified based on the hidden knowledge. The exploration of such relationships can benefit many interesting applications such as expert finding and research community analysis and has already drawn many scholars’ attention. In this paper, based on the common knowledge that a student usually coauthors his papers with his advisor, we propose an approximateMaxConfidencemeasure and present an advisor-student relationship identification algorithm based on the proposed measure. Based on the comparison of two authors’ publication list, we first employ the proposed measure to determine the time interval that a potential advising relationship lasts and then infer the likelihood of this potential advising relationship. Our algorithm suggests an advisor for each student based on the inference results. The experiment results show that our algorithm can infer advisor-student relationships efficiently and achieve a better accuracy than the time-constrained probabilistic factor graph (TPFG) model without any supervised information. Also, we apply some reasonable restrictions on the dataset to reduce the search space significantly.

Coaching for Cognitive Presence

This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry framework with elements of the Co-Active Coaching Model has resulted in a guide for coaching interventions and discussion outcomes. The approach separates the discussion process coach’s role from that of the course instructor and complements the instructional work of the class. Learners have an opportunity to improve their performance in a voluntary advising relationship that promotes action, learning, and accountability.

Measuring Advisor Relationship Perceptions Among First-Year Students at a Small Midwestern University

In this article, I report on the development and validation of a new survey instrument measuring first-year students' perceptions of the advising relationship. I collected survey data from 113 residential freshmen enrolled in a first-year seminar course at a small, public, midwestern university during the fall of 2009. Factor analysis of students' responses to the survey revealed three key components of the advising relationships: advisor concern, advisor contact, and advising relationship quality. Internal consistency of students' responses to questions loading on each factor, as measured with Cronbach's a, ranged from .89 to. 93, and the internal consistency for all survey items was .95. The article concludes with a revised version of the questionnaire as a basis for future replication studies.

African-American Male Business Students Perspective Of Academic Advising: A Retention And Success Strategy

Academic advising is an essential component of any institution of higher education. Advisors and advisees work together to make an individual academic plan based on each student's weaknesses, strengths, and goals. The advising relationship is an on-going communication that transcends course selection and should attempt to assist students as they explore the breadths of the curriculum, experience college life, focus on a major concentration, and prepare for life after graduation. In order to improve advisement in the Business Administration Program at a Historically Black College, a questionnaire was developed and administered in various classes within the Program. The purpose was to identify possible weaknesses in academic advising and make necessary changes and adjustments to better serve the students’ needs and enhance retention and institutional effectiveness. This study identifies and indicates that students are significantly dissatisfied with the current advisement system in the Business Program at the College. Based upon findings of this investigation, recommendations are made to improve the advisement system.