Analysis of Student Satisfaction with Academic Advising/counseling Services PDF Download
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Author: Erica R. Johnson
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 234
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Book Description
Author: Erica R. Johnson
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 234
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Book Description
Author: Yury Michael Kostin
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 310
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Author: Gerald F. Clark
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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Abstract: The purpose of this ex post facto comparative research study was to measure The University of Mississippi and University of Mississippi Medical Center health science students' satisfaction with and expectation of non-instructional student services. Included in the study were full-time second-year students enrolled in the University's six health science schools during the 2007-2008 academic year: medicine, dentistry, nursing, health related professions, graduate science and pharmacy. The study examined the demographics of school enrollment, gender, and ethnicity to determine if significant differences in response patterns exist for both satisfaction and importance. A secondary product of the study was a series of performance gap scores for each of the non-instructional student services. The difference between the satisfaction score and the importance score for each service was calculated to determine how close students' expectations within each demographic are being realized. The population used in this study consisted of all 540 full-time second-year health science students enrolled at the University of Mississippi or the University of Mississippi Medical Center during the Fall semester of the 2007-08 academic year. A total of 400 students responded to the survey. This resulted in a 74.08% response rate. A census approach was used for collecting the data. Student responses were grouped and statistically evaluated by school, gender and ethnicity. A two-way analysis of variance for unbalanced design, using the General Linear Model procedure from the Statistical Package of the Social Sciences (SPSS) software was implemented to perform all statistical procedures for this study. The .05 level of significance was used to accept or reject the study's six null hypotheses. The study utilized the two dependent variables of satisfaction (with particular student support services) as well as importance (with particular student support services). Each dependent variable had the same set of independent variables: school, gender and ethnicity. To better understand interaction, Duncan's Multiple Range Test was used as a post hoc test. Findings indicate that in terms of student satisfaction, school affiliation is significant while gender and ethnicity is not. In terms of importance, both school affiliation and gender are significant while ethnicity is not. The non-instructional student service with the highest population satisfaction mean was counseling services; student recreation programs and services had the lowest population satisfaction mean. The non-instructional student service with the highest population importance mean was academic advising; student recreation programs and services had the lowest population importance mean. The non-instructional student services that exceeded students' expectation (negative gap score) were counseling services, library resources and services, and technology access and support. The non-instructional student services with the highest gap scores were student financial aid and fee payment procedures.
Author: Caleb Samuel Gordon
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 112
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Online education is growing so quickly that colleges are finding it difficult to provide enough online programs to meet student demands, and they are still finding their way in terms of the best academic advising format. To better understand the best way to support online students, the researcher studied student satisfaction within centralized advising offices with general academic advisors, department academic advisors, and individually assigned academic advisors. The researcher utilized developmental academic advising because it provided an excellent theoretical framework for academic advising’s purpose and its best practices. The instrument Advising Scale was used to measure student satisfaction. Advising Scale was the best fit because it was developed using developmental academic advising theory, and it was one of the only statistically validated instruments that measured academic advising satisfaction and performance. The researcher conducted a causal comparative study using a one-way ANOVA for statistical analysis. The sample was from an online undergraduate and graduate student population that attended college online. Three groups of students from distance learning programs were selected. The groups were students with a general advisor, individual advisor, or department advisor. The researcher found that there was a statistically significant difference in student satisfaction between students that had either an individual advisor, general advisor, or department advisor. Students in the individual advisor group had the highest level of student satisfaction, department advising scored second highest, and the general advisor group had the lowest student satisfaction scores. Recommendations for future research include having colleges send the survey directly to students instead of the researcher, using a qualitative approach, sampling different online colleges, and researching different advising structures.
Author: Yenny D. Anderson
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 460
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This explanatory sequential mixed methods study sought to identify and explore factors contributing to understanding about the relationship between second-year students' demographics and satisfaction with academic advising and retention at a private research university in Pennsylvania. The research problem was that second-year students at the study site did not receive the same level of academic advising as provided in the first-year and little is known about the differences in student satisfaction with advising in various colleges within the institution. In this study, 88 of 1,184 second-year students at the institution were invited to participate in a survey, yielding a participation rate of 7.4%. Then, eight survey respondents participated in focus groups to help the researcher explore the findings and results in more depth to expand understanding of this relationship. The study was designed to address one central question: What is the relationship between academic advising experiences and student satisfaction and retention for second-year students at a private research university in Pennsylvania? There were three sub-questions. (a) What is the relationship between second-year students' demographics and the level of satisfaction with academic advising at a private research university in Pennsylvania? (b) How do second-year students describe academic advising experiences at a private research university in Pennsylvania? (c) How do second-year students describe how their academic advising experiences in year one differ from their academic advising experiences in year two at a private research university in Pennsylvania? The quantitative and qualitative data were analyzed to find common themes and sub-themes. The findings revealed that second-year students at this institution were satisfied with academic advising to the extent that they would get their questions answered and were able to receive the information necessary to register for classes. However, most participants were not satisfied with the interactions with their advisors, or the limited topics that were discussed during the advising sessions that took place during their second-year. Second-year participants were seeking more than just academic advising when meeting with their advisors, and the advisors were either unable or unwilling to provide what they sought, and this disconnect contributed to their lower levels of satisfaction.
Author: Janet K. Heiss
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Author: Brenda J. Hoffman
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
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This study focused on enrolled undergraduate students' level of usage and perceived satisfaction in regard to the ten selected services. The selected services investigated were: Academic Advising, Counseling Services, Career Services, Library Services, Health Services, Financial Aid Services, Residence Hall Services, Food Services, Student Activities, and Registration Services.
Author: Joseph J. Chathaparampil
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 242
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Author: Maria Alexander Holmes
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 136
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Author:
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages :
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This study was the first attempt to evaluate the college's career/technical current advising practices. The purpose of this study was to investigate career/technical students' satisfaction with academic advising at a rural community college and to investigate whether there were any relationships between students' satisfaction and various demographic characteristics. The study also investigated students' impressions of the academic advisors and whether there were any relationships between students' impressions and various demographic characteristics. The researcher purchased the Survey of Academic Advising, Copyright 1997, from ACT, Inc. The Survey of Academic Advising was developed by the Evaluation Survey Service (ESS) and ACT and was used to measure students' satisfaction and impressions. Students were most satisfied with four items: scheduling, registration, academic progress, and drop/add procedures. Female participants were more satisfied than male students. Married and unmarried participants were more satisfied than separated participants. Participants who were part-time enrollees were more satisfied than those who were enrolled as full-time students. The participants in this study had high or very high impressions of their advisors. The participants considered their advisors to be easy to talk to, helpful, and effective. They also thought that the advisors had a good sense of humor. Female participants tended to rate their impressions of their academic advisors higher than the male participants, and 18 year old participants tended to rate their impressions of their academic advisors higher than those participants older than 18. Part-time students tended to rate their impressions of their academic advisors higher than full-time students. Finally, those participants who worked 1-10 hours per week tended to rate their impressions of their advisors higher than participants who worked more than 10 hours per week and those who were unemployed.
