Survey of Needs and Expectations for Academic Advising in a Hong Kong University

Cheung, Rhonda Y. S.; Siu, Andrew M. H.; Shek, Daniel T. L.

doi:10.12930/nacada-15-047

Cited by 13 publications

(15 citation statements)

References 15 publications

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“…However, the model of successful matriculation college and high school guidance counselling are not in tandem with the university education where students have more career options and freedom to choose any career that matches their interests. Thus, the students are interested in discussing with their academic advisors about career development and career-related issues [21]. Table 1: Students' perceptions and expectations towards the role of academic advisor…”

Section: Discussionmentioning

confidence: 99%

“…Second, students may believe that they should manage their own studies independently and do not need to see their academic advisors frequently. They may think that only weak and at-risk students need to see their academic advisors on a regular basis [21]. They may also have a belief that they can find help through other resources outside of academic advising [19].…”

Section: Discussionmentioning

confidence: 99%

“…There are many ways universities in developed and developing countries run the academic advising service [21]. In many developed countries, academic advising is performed by professionals, those who earned their tertiary education in the fields of counseling and student affairs [22].…”

Section: Introductionmentioning

confidence: 99%

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Perceptions and Expectations of Students towards the Role of Academic Advisors in Malaysian Public Universities

2019

IJRTE

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Academic advising is affected by the expectations and perceptions of students towards the role of academic advisors. This study examines Malaysian public university students’ perception and expectation towards the role of academic advisors. In this study, students’ expectations refer to students’ assumptions regarding the role of academic advisors upon their tertiary education registration while students’ perceptions refer to the students’ assumptions six months after registration for tertiary education. A self-developed questionnaire measuring students’ perception and expectation towards academic advisors through academic, personnel, social and career development, was used for this study. The questionnaire was validated and piloted on randomly selected 40 undergraduate students. The reliability of the questionnaire using the alpha Cronbach was .809. A simple random sampling was used to select a total of 400 students from two Malaysian public universities to participate in this study. Data analysis revealed that at the early stage of tertiary education, students have high expectations towards the role of academic advisors but after six months of living on campus their perception towards the role of academic advisors decreases. The study provides several justifications for the decreasing towards the role of academic advisors.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Perceptions and Expectations of Students towards the Role of Academic Advisors in Malaysian Public Universities

2019

IJRTE

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“…The academic advising scholarship base covers a range of outputs linked to academic advising. One of the most commonly measured outputs is student perception of or satisfaction with the academic advising process (Burt et al, 2013;Cheung et al, 2017;Gravel, 2012;Harris, 2018;Paul & Fitzpatrick, 2015). Other outputs linked to academic advising relate to measurable student achievement, such as increases in grade point average (GPA) or student retention (McKenzie et al, 2017;Rodgers et al, 2014;Schwebel et al, 2012).…”

Section: Studies Linking Advising To Outputsmentioning

confidence: 99%

Examining the Relationship Between College Advising and Student Outputs: A Content Analysis of the NACADA Journal

Alvarado

Olson

2020

NACADA Journal

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In an effort to promote the advancement of the advising profession, this study examines trends related to current knowledge of academic advising and the relationships between various forms of postsecondary advising practices and student outputs. Using content analysis techniques, we analyzed research articles published in NACADA Journal between 2004 and 2018 to identify trends in the ways academic advising has been studied. Major findings include the small number of studies (n = 18) over a 15-year period that relate advising to outputs and the lack of research focusing on underrepresented student populations despite the continued significant growth of these diverse groups. Recommendations highlight characteristics of academic advising that may benefit from further scholarly inquiry.

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“…The researcher suggests several changes to ascertain effective academic advising at the university. Cheung, Siu, and Shek (2017) have explored students' views and expectations for academic advising in Hong Kong. For the research, they administer a questionnaire survey, and the result shows that students admit that academic advising helps them understand their study plan and graduation requirements.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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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.

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Survey of Needs and Expectations for Academic Advising in a Hong Kong University

Cited by 13 publications

References 15 publications

Perceptions and Expectations of Students towards the Role of Academic Advisors in Malaysian Public Universities

Perceptions and Expectations of Students towards the Role of Academic Advisors in Malaysian Public Universities

Examining the Relationship Between College Advising and Student Outputs: A Content Analysis of the NACADA Journal

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

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