Students' Satisfaction towards Academic Advising Service

Abstract

Effective academic advising service has been found to bring positive benefits to educational institutions to increase students' retention rates and graduation. This study sought to find the essential attributes in public university academic advising service in UiTM Pasir Gudang campus, Malaysia, which may be used to improve the service provided to the students. Quantitative research was conducted using a questionnaire adapted from Parasuraman's SERVQUAL model with a sample size of 221. The study aimed to examine the relationship between service quality dimensions and students' satisfaction. Descriptive statistics, correlation, and multiple regression analysis were used to analyse the questionnaires. Multiple regression analyses results showed reliability and empathy were two dimensions that had significant relationship with students' satisfaction. The results also demonstrated a statistical difference in academic advising service satisfaction among the students according to their years of study and meeting frequency with advisors. The findings of this study may be valuable for the institution to understand the factors that are most significant to further improve the students' satisfaction level in academic advising service.
 
 Keywords: Academic advising, Students’ satisfaction, Higher education, Service quality

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

“…Because of its significant impact on the education system, academic advising in higher education is considered to affect learners’ academic performance, enhance their learning experience and employment, and help them achieve success [ 9 , 10 ]. It can also increase student retention rates, graduation rate satisfaction and loyalty [ 11 ], and eventually lead to an effective measure of the win-win situation of achieving educational goals and fulfilling the educational mission of the school [ 12 ]. Therefore, it is particularly important to propose a good academic counseling program.…”

Expectations, Problems and Solutions for Postgraduate Academic Advisory in Study of Primary School Teacher Education

“…"While academic advising services may differ between undergraduate and postgraduate education (Güven, 2014), the general content of these services can be described as providing information (Bektaş Köser, 2010) on department and faculty, relationships with other staff members within the faculty, course content, regulations, available services, scholarship opportunities, health and social services, as well as tasks such as course registration and program planning, monitoring the student's status (attendance, academic performance), assisting in future planning, and supporting the exploration of the student's abilities (Crookston, 1994;Demir, 1995;Tuttle, 2000;Çeçener, Güneş, and Akansel, 2021;Ismail, Roslan, Ismail, and Salleh, 2021). In addition to guiding students, academics also engage in various academic and administrative tasks such as peer reviewing in academic studies, conducting research, and serving on university committees (Kuzgun et al, 1997;Aypay, 2006;White and Schulenberg, 2012;White, 2015).…”

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

“…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. Effective academic advisory services have been found to bring positive benefits to educational institutions to increase student retention and graduation rates (Ismail et al, 2021). Academic advising must be emancipatory to be critical (Winham, 2020).…”