Student Satisfaction with Academic Advising in a Hospitality Management Program

1990 ◽  
Vol 14 (2) ◽  
pp. 441-450 ◽  
Author(s):  
William F. Jaffé
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Management Program ◽  
Hospitality Management

Online Doctoral Student Satisfaction

2017 ◽  
pp. 236-247
Author(s):  
Dara Levitch ◽  
Melanie Shaw
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Economic Benefits ◽  
Program Completion ◽  
Higher Learning ◽  
Academic Experience ◽  
Institutions Of Higher Learning ◽  
Specific Factors ◽  
The Individual

Institutions of higher learning invest a great deal of time and money on retention issues. Research has identified institutional variables significant to student retention. Current researchers suggest each institution conduct studies to determine the specific factors important to the population served. Increasing retention has considerable financial and economic benefits to the institution, as well as benefits to the individual, especially if it leads to program completion. Research of literature has also indicated that quality of faculty and academic advising communications are two important factors perceived by students as contributing to overall the academic experience.

scholarly journals An American Business School’s Academic Advising and Professional Development Centers’ Early Pandemic Response

2021 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Gary Blau ◽  
Daniel Goldberg
Keyword(s):  
Professional Development ◽  
Student Satisfaction ◽  
Academic Advising ◽  
Market Value ◽  
The United States ◽  
Late Spring ◽  
Academic Learning ◽  
American Business ◽  
Senior Student ◽  
Business Undergraduates

As colleges and universities around the world grapple with the continuing impact of the ongoing COVID-19 pandemic, it is necessary for research to not only focus on student academic learning issues, but also test for maintained support of needed student resources such as Academic Advising and Professional Development Centers. Using the Senior Student Satisfaction Survey, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States of America were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). The goals of this study were two-fold. The first was to test for changes from pre-pandemic to early pandemic in seven student-related perception measures: attendance motivation, coursework challenge, professional development engagement, academic advising ease/quality, professional development ease/quality, business degree satisfaction, and perceived market value to potential employers. The second goal was to test for changes in the perceived relationships of five “independent variables”, i.e., attendance motivation, coursework challenge, professional development engagement, academic advising center ease/quality, and professional development center ease/quality, to two “dependent variables”, i.e., business degree satisfaction and perceived market value to potential employers. Comparing pre-pandemic (2019) to early pandemic (2020) perceptual change data, this study found that both the Academic Advising and Professional Development Centers handled these student-based perception variables from the surveys quite well. When the campus was suddenly closed due to the pandemic, both Centers successfully made quick adaptive changes to virtual models to handle initial student needs.

scholarly journals Evaluation of an Educator-Delivered School-Based Stress Management Program for Adolescents

2017 ◽  
Vol 10 (2) ◽  
pp. 73-89
Author(s):  
Dana Carsley ◽  
Jessica Mettler ◽  
Amy J. Shapiro ◽  
Devin J. Mills ◽  
Elana L. Bloom ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Stress Management ◽  
Management Program ◽  
Student Evaluations ◽  
School Based ◽  
Stress Management Program

This study sought to determine if educators could deliver StressOFF Strategies (SOS), a brief classroombased stress management program (Shapiro & Heath, 2013) to students and to evaluate educators’ perspectives on SOS delivery. Seventeen educators participated in a two-day training and delivered the program to 555 adolescents (51.4% female; Mage = 14.45 years, SD = 0.74). Student evaluations revealed equivalent student satisfaction with educator and SOS team delivery on students’ program rating; furthermore, 100% of educators strongly agreed (38.5%) or agreed (61.5%) that SOS was relevant, met their expectations, and was feasible within their school. Implications for schools and educators will be discussed.

Virtual Compared to Traditional Academic Advising Satisfaction Rates of First-Year College Students

2012 ◽  
pp. 698-712
Author(s):  
Pamela M. Golubski
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Support Services ◽  
Online Survey ◽  
First Year ◽  
Face To Face ◽  
First Year College ◽  
Advising Satisfaction ◽  
First Year College Students ◽  
Survey Responses

This study compared virtual/online to traditional/in person academic advising in terms of student satisfaction ratings. Students were exposed to two advising methods at different times during their first year in college. Upon experiencing an advising method, students completed an online survey that rated their satisfaction in the areas of scheduling/registration, communication, support services/majors, and overall satisfaction. The findings offered some insight into how effective virtual academic advising might be as an alternative to traditional, face-to-face methods. The results of this study indicated that students were slightly more satisfied with traditional advising across 16 questions encompassing four categories. When the survey responses were aggregated and mean responses compared in each category, t-tests results found that scheduling/registration, communication, and overall satisfaction resulted in significant differences between the mean satisfaction ratings between academic advising methods, with traditional being preferred. While the support services and majors category, resulted in no differences existing between virtual and traditional advising methods.

An exploratory study of decision makers for choosing wedding banquet venues: push and pull motivations

2015 ◽  
Vol 1 (2) ◽  
pp. 162-174
Author(s):  
Ling Guan ◽  
Yi Luo ◽  
Liang Rebecca Tang
Keyword(s):  
Management Program ◽  
Hospitality Management ◽  
Decision Makers ◽  
Daily Routine ◽  
Demographic Information ◽  
Pull Factors ◽  
Content Type ◽  
Initial Questionnaire ◽  
Wedding Banquet ◽  
Push And Pull

Purpose – The purpose of this paper is to identify push and pull factors that motivate decision makers to choose wedding banquet venues, and to explore the relationships between the motivational factors and demographic information. Design/methodology/approach – The initial questionnaire was pre-tested involving a sample of six graduate students in a hospitality management program of a major university in the Midwestern USA. The wordings were changed based on their feedback. The final survey was consisted of three sections: push motivations, pull motivations, and demographic information. In the first section, 13 push motivation statements were employed to investigate decision makers' reasons for selecting a wedding banquet venue. Findings – The four push factors identified included “seeking relaxation and knowledge,” “fulfilling prestige,” “escaping from daily routine,” and “social networking.” The six pull factors were composed of “budget,” “atmosphere,” “facilities,” “wedding services,” “transportation,” and “service and quality.” Originality/value – The study helps event industry practitioners understand consumers’ motivations of choosing wedding venues and predict consumers’ behavior. It further suggests marketing strategies to effectively communicate with existing and potential consumers.

scholarly journals Pedagogical Issues Concerning Academic Advising

2006 ◽  
Vol 3 (11) ◽  
Author(s):  
Tahmoures Afshar ◽  
Leo O'Hara
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Private University ◽  
Pedagogical Issues ◽  
Academic Advisor ◽  
Chi Square ◽  
Cultural Variables ◽  
Cultural Trait ◽  
Class Status ◽  
Academic Information

This study examined whether, and to what extent, students’ personal and cultural variables have an impact on the advising process. 225 students in an urban, private university were asked to complete twenty-nine structured questions in the Fall 2005. Each question asked the student to rank on a scale of one to five the importance of a characteristic/responsibility of an academic advisor.  These twenty-nine characteristics/responsibilities were those most often cited in the literature as critical for an effective academic advisor.  In addition, the students were asked to provide some cultural, personal, and academic information on themselves including class status, GPA, age, gender, school, and ethnicity.  We used the chi-square testing technique.  This method of testing the hypothesis allowed us not only to identify which of the advisor’s characteristics and/or responsibilities were significant but also to identify which personal and cultural trait of the student a particular characteristic was most consistent with.   We found that students with different variables had quite different perceptions of the advising process. Students’ perceptions varied by age, class status, GPA, gender, school, and ethnicity. While there has been an increasing number of studies devoted to examining student satisfaction with academic advising, few of these studies have considered the student’s cultural, personal, and academic background as determinant factors in a successful academic advising process.

scholarly journals Management of Academic Advising in Higher Educational Institutions during COVID-19 Pandemic

2021 ◽  
pp. 1659-1666
Author(s):  
Rabab Ali Abumalloh ◽  
Azzah Ibrahim Alghamdi ◽  
Nedaa Azzam ◽  
Abeer Rafi’i Al Abdulraheem
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Academic Advising ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Global Impact ◽  
Level Of Satisfaction ◽  
Teachers And Students ◽  
Academic Services

COVID -19 pandemic has a huge global impact on education over the world. Many countries decided to close universities, colleges, and schools to limit the spread of this disease. Almost 91% of students worldwide have shifted to online education. Educational institutions have struggled to provide their students with suitable online learning and assessment tools. As a new experience for both teachers and students, Imam Abdulrahman Bin Faisal University has set new online academic services to make it possible and easy for students to get the help they need and to overcome the new obstacles they are facing. The purpose of this study is to gain a deeper understanding of student satisfaction with their academic advising in light of the new emerging situation. Additionally, direc-tions were presented for the academic advising section members to allow them to manage the unit appropriately. To achieve that, students were clustered regarding their level of satisfaction with the provided services. Students’ answers were collected through an online questionnaire and the data were analyzed and segmented using the k-mean clustering technique. Regarding results, recommendations for improvements were suggested and action plans were prepared.

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