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

Abstract

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.

What do they Need?—The academic counseling needs of students majoring in art and design in a higher vocational college in China

“…The constraints of an education system are mainly derived from its behavior rules [ 40 ], the establishment and the impacts of school institutions, the requirements and evaluations that need to be addressed [ 25 ], the available school resources [ 21 ], familiarity with the school culture, and how to get guidance on the acquisition process of the above situation in various convenient ways [ 4 ]. In this study, this construct referred to the counseling needs of students while dealing with the school's management system and rules, and reward and punishment regulations.…”

“…The existing literature shows that there are many evaluation studies on university academic counseling advice [ 25 ] and empirical research cases on academic counseling [ 26 ] that have been carried out in different regions, but there have only been a few studies on academic counseling needs [ 27 ]. Moreover, most of the literature on academic advising has been conducted in the context of European and American universities [ 7 ].…”

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

“…Salah satu perguruan tinggi swasta di Kota Bandung terdeteksi memiliki proses bimbingan akademik dengan gaya developmental pada program studi sarjana manajemen (Junita et al, 2020). Hasil penelitian menunjukkan bimbingan akademik dibangun berdasarkan hubungan interpersonal, bukan sekedar menjawab pertanyaan spesifik dan selalu melibatkan mahasiswa dalam membuat pertimbangan untuk mengambil keputusan akademiknya.…”

“…Secara umum, mahasiswa puas (72,58%) terhadap proses bimbingan akademik, 71,86% mahasiswa menilai bahwa telah menerima informasi yang akurat mengenai mata kuliah, program, dan persyaratan yang dibutuhkan selama proses pembimbingan akademik; 69,86% mahasiswa menilai bahwa tersedia cukup waktu bagi mereka untuk memenuhi tenggat waktu yang diminta terkait prosedur dan kebijakan universitas; 68,87% mahasiswa menilai bahwa mereka telah memeroleh bimbingan akademik yang memadai pada saat dibutuhkan; serta 71,85% mahasiswa menilai bahwa mereka memeroleh cukup waktu untuk melakukan proses pembimbingan akademik. Tipe bimbingan akademik yang terbangun di program studi sarjana manajemen perguruan tinggi swasta ini adalah bimbingan akademik developmental (Junita et al, 2020).…”

“…Angkatan kuliah awal merupakan usia yang rawan membutuhkan bimbingan akademik yang lebih intensif. Peralihan usia di kelas bangku sekolah ke perguruan tinggi merupakan masa genting siswa dalam menemukan gaya belajar yang lebih mandiri di perkuliahan (Junita et al, 2020). Temuan hasil penelitian perbedaan persepsi bimbingan akademik berdasarkan usia menunjukkan bahwa diperlukan bentuk bimbingan akademik yang khusus bagi mahasiswa di tahun pertama kuliahnya karena diindikasikan usia yang masih sangat belia yang merupakan peralihan dari usia sekola menuju usia berkuliah.…”