A COMPARISON OF DAYTIME AND EVENING STUDENTS’ SATISFACTION WITH THEIR FACULTY ACADEMIC ADVISING PROGRAM

1993 ◽  
Vol 17 (2) ◽  
pp. 123-130 ◽  
Author(s):  
Robert E. Dunker ◽  
Frank P. Belcastro
Keyword(s):  
Academic Advising ◽  
Evening Students ◽  
Students Satisfaction

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

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 129-135
Author(s):  
Imelda Junita ◽  
Fanny Kristine ◽  
Sherlywati Limijaya ◽  
Tabita Emmanuella Widodo
Keyword(s):  
Undergraduate Students ◽  
Academic Advising ◽  
Quantitative Research ◽  
Course Selection ◽  
Developmental Advising ◽  
Institutional Policies ◽  
Prescriptive Advising ◽  
Advising Relationship ◽  
The University ◽  
Students Satisfaction

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.

scholarly journals Students' Satisfaction towards Academic Advising Service

2021 ◽  
Vol 17 (3) ◽  
pp. 291
Author(s):  
Azianti Ismail ◽  
Liyana Roslan ◽  
Herda Balqis Ismail ◽  
Noor Azlina Mohd Salleh
Keyword(s):  
Service Quality ◽  
Multiple Regression ◽  
Academic Advising ◽  
Quantitative Research ◽  
Two Dimensions ◽  
Retention Rates ◽  
Educational Institutions ◽  
Quality Dimensions ◽  
Service Quality Dimensions ◽  
Students Satisfaction

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

Researching the factors influencing the satisfaction of master students at VNU School of Interdisciplinary Studies

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Do Huy Thuong ◽  
Nguyen Thi Phuong Hong
Keyword(s):  
Service Industry ◽  
Interdisciplinary Studies ◽  
Number Of Solutions ◽  
Factors Affecting ◽  
Training Institutions ◽  
Market Needs ◽  
Market Strategies ◽  
Students Satisfaction ◽  
Training Service

Improving the quality in order to keep up with the trend in the world is the vital task of training institutions today. Training institutions need to grasp market needs and satisfy the requirements of customers - learners. Nadiri, H., Kandampully, J & Hussain, K. (2009) argue that the managers in education need to apply market strategies that are being used by manufacturing and business enterprises and need to be aware that the role of training institutions is a service industry which is responsible for satisfying learner needs (Elliott & Shin, 2002). Currently, there have been many researches on students’ satisfaction. However, each research has its own objectives and is conducted on different scales. This study is implemented to provide information about the factors affecting master students’ satisfaction with the training service at VNU School of Interdisciplinary Studies (VNU SIS). Through it, the research offers a number of solutions to improving the satisfaction level of the master students at VNU SIS in the coming time.

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

2019 ◽  
pp. 345-363 ◽  
Keyword(s):  
Academic Performance ◽  
Goal Setting ◽  
Positive Impact ◽  
Social Dimension ◽  
Online Environment ◽  
Self Regulated Learning ◽  
Five Factors ◽  
Regulated Learning ◽  
Students Satisfaction ◽  
Important Milestone

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

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