Perbedaan persepsi bimbingan akademik mahasiswa pada sebuah perguruan tinggi swasta di Indonesia

This research is about academic advising in bachelor degree of management department in a private university in Bandung City. There are two style of academic advising, prescriptive and developmental academic advising. The result showed developmental academic advising is covered in that department. In this research, the differences in perceptions of academic advising were tested based on gender, origin area of residence, age, year of study, intensity, and frequency of academic advising. The main objective of this research is to provide an evaluation of academic advising process based on academic demographic of respondents. The tests of differences were carried out by using Anova Test and U Mann Whitney Test on 302 samples of respondents. The results showed that there are differences in perceptions of academic advising based on ages, year of study, and frequency of academic advising. Meanwhile, some of variable such as gender, origin area of residence, and time intensity of academic advising, there were no differences in their perceptions. From the research results, the department can redesign the academic advising system which is suited to students to make academic advising becomes one of excellent academic achievement tool.

Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.

Developmental Academic Advising: A 40-Year Context

This article provides a review of the evolution of the developmental academic advising approach and a brief analysis of its relationship to the emergent contemporary approaches to academic advising.

Understanding Immigrant College Students: Applying a Developmental Ecology Framework to the Practice of Academic Advising

Immigrant college student populations continue to grow, but the complexity of their unique needs and issues remain relatively unknown. To gain a better understanding of the multiple contextual factors impacting immigrant students from a systems-based approach, I applied Bronfenbrenner's (1977) human ecology framework to the study. Students interact with the environment, including exchanges with academic advisors, that influence student development, success, and retention. In this theory-based essay, I contend that the philosophy of a developmental ecology approach parallels the foundational tenets of developmental academic advising, mainly through an emphasis on context and working with the whole student. I offer strategies for practice and ideas for future application as well as use an adapted human-ecological model to illustrate immigrant issues.

Developmental Academic Advising Revisited

Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

Developmental Academic Advising Revisited

Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.