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

Abstract

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.

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

“…(4) The academic consulting needs of students are also changing. Before carrying out consultation and suggestion activities, consultants should fully conduct needs analysis on the individual conditions of different students [ 83 ]. (5) Coordination between advisors should be strengthened to avoid situations where advisors give different advice to students for the same event due to their different backgrounds and expectations [ 84 ].…”

Qualitative Review of Academic Advising Perceptions: Some Students Satisfied and Need It, Some Don’t

“…Academic advising is not just an administrative activity but a meaningful educational one for great achievement in a university (Junita et al, 2020). Therefore, the faculty and study programs need to intensively participate in designing the system that will develop the students intellectually (Sherlywati et al, 2021). The research of Donaldson et al (2016) has shown that guardian lecturers help to shape students' culture using information and features to formulate academic plans, demonstrate decision-making, familiarize undergraduates with campus policies and procedures, as well as allow them to achieve their future careers.…”

“…Students believe that the guardian lecturer not only focuses on academic performance but also on holistic development. The second stage shows that there are differences based on gender, regional origin, age, class, advising time intensity, and frequency (Sherlywati et al, 2021). This helps the university design the academic advising process for mature students with a high enough class.…”