Effective Advising: How Academic Advising Influences Student Learning Outcomes in Different Institutional Contexts

Mu, Lanlan; Fosnacht, Kevin

doi:10.1353/rhe.2019.0066

Cited by 52 publications

(33 citation statements)

References 44 publications

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“…The authors argued that the involvement theory explained how students' academic development was linked to the quantity and quality of academic advising received. Mu and Fosnacht (2016) also tested Astin's theory and found a positive link between academic advisory services and senior students' grades. The authors distributed a survey to 156 universities.…”

Section: Figure 2 Astin's Theory Of Student Involvementmentioning

confidence: 97%

“…There are many theories that show evidence of the quality of advising, such as Astin's (1991) inputs-environment-outcomes (I-E-O) theory. A study by Mu and Fosnacht (2016) was guided by Astin theory (1991) and was carried out to explore the relationship between academic advising and students' outcomes. Mu and Fosnacht conducted the survey among 156 bachelor-granting colleges and universities and found a positive association between academic advising experiences and student GPA.…”

Section: The Quality Of Academic Advising In Higher Educationmentioning

confidence: 99%

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The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of Saudi College Students

Awadh

2018

IRHE

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One aim of all educational institutions is to advance the relationship between academic advising and students’ outcomes. The purpose of this literature review was to examine whether the level of quality of academic advising as measured by the advisor’s meeting frequently, informativeness and availability, educational support, and career support predict students’ persistence outcomes as measured by college loyalty, intent to drop out, social integration, and academic integration. This study helps provide evidence and empirical data to the field of academic advising by investigating its relationship with students’ college commitment. The study was guided by Tinto integration theory (1987) and Astin involvement theory (1984). The literature derives from Saudi and united states studies. The analysis of this literature resulted in the identification of the academic advising relationship with students’ outcomes. The findings are suggesting that quality academic advising matters for students’ college commitment and positively predicted students’ perceived academic integration. Future research should continue exploring the relationship between the quality of academic advising and students’ college commitment but not necessarily limited to one institution or community.

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Section: Figure 2 Astin's Theory Of Student Involvementmentioning

confidence: 97%

Section: The Quality Of Academic Advising In Higher Educationmentioning

confidence: 99%

The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of Saudi College Students

Awadh

2018

IRHE

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“…Nonetheless, the authors did not investigate the use of Blackboard to manage and advise students in a proficient way within a specific and reasonable time. However, it is worth mentioning that some research has shown that the effectiveness of academic advising can influence the student outcome and hence plays a critical role in the educational process (Mu and Fosnacht, 2016).…”

Section: Related Workmentioning

confidence: 99%

A novel integrated framework for securing online instructor-student communication

Salem

Samara

Aldhaheri

2019

IJGUC

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Academic advising is a time-consuming effort in educational institutions. Advising and consulting students are critical, which can cause latency and additional overhead for both the instructor and student. This paper proposes an effective and secured online framework to enrich the advising experience between the instructor and student and enhance time management. It provides two main services: reserved time slots for each student and common discussion between students and instructors. Reserving a time slot means that the student can communicate with the advisor anywhere. It can start an embedded web-based virtual machine to interact with the instructor in real time. The second service is to share a general post with all students and instructors to come up with a generic solution. Security plays a dominant role in the framework. It uses a strong authentication mechanism and encrypts the entire traffic to keep the data confidential.

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“…However, review of the literature indicated that very limited studies have been conducted to determine the students and academic advisors' perspective of academic advising's functions. While these are significant effects on the outcomes of academic advising [26], literature indicated that academic advising service in Malaysian public universities generally was rarely assessed, studied, and reported. Academic advising is one of the essential elements that supports students' success in higher education [25,27].…”

Section: Instrumentation For Assessing Student's and Academic Advisormentioning

confidence: 99%

Item Analysis for Measuring Student and Academic Advisor’s Perspective towards the Function of Academic Advising in Malaysian Public Universities

Nguyen¹,

Said²,

Rameli³

et al. 2018

IJET

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In Malaysian public universities, academicians are appointed as academic advisors. This action often leads to misunderstandings on the function of academic advising among students and academic advisors. Previous studies examining this misunderstanding were conducted using standardized instrument. These instruments were developed by researchers from advanced countries where professionals are employed as academic advisors. These standardized instruments lack of local context, differentiatition between academicians and professionals, and statistical properties including individual item quality and ability. This study fills this gap by identifying the rank of each item of the self-developedquestionnaire regarding the function of academic advising from the perspective of student and academic advisor. The questionnaire in this study was developed based on the findings of the preliminary qualitative study. The questionnaire consists of three constructs: academic, social, and personal. A total of 400 students and 80 academic advisors from two public universities ranked each item of the questionnaire based on four-point scales. The questionnaire was analysed using Rasch measurement model. The findings showed that students perceive academic aspect while academic advisors perceive personal development aspect as the most important function of academic advising. Students and academic advisors perceived social aspect as the least important of academic advising. Finally, students perceived personal development aspect while academic advisors considered academic aspect as the second important function of academic advising. The findings could serve as a guideline to improve the quality of academic advising programme in Malaysian public universities.

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Effective Advising: How Academic Advising Influences Student Learning Outcomes in Different Institutional Contexts

Cited by 52 publications

References 44 publications

The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of Saudi College Students

The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of Saudi College Students

A novel integrated framework for securing online instructor-student communication

Item Analysis for Measuring Student and Academic Advisor’s Perspective towards the Function of Academic Advising in Malaysian Public Universities

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