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The Views of Undergraduate Students and Academic Advisors on the Academic Advising Process

Year 2019, , 139 - 148, 26.04.2019
https://doi.org/10.2399/yod.18.042

Abstract

The current study investigated the views of both students and academic advisors regarding the academic advising in a state university in Ankara. The study utilized survey and correlational research design methods. The data were collected from 840 undergraduate students and 130 advisors through an online survey, and were analyzed using descriptive and inferential statistics. The findings indicated that the advisors and their students met once or twice during an academic semester, mostly to talk about issues related to course registration and approval. Moreover, the academic advisors had significantly more positive opinions towards academic advising than did the students. Lastly, the frequency of face-to-face appointments, the number of advising activities, and advisor characteristics were found to predict overall student satisfaction regarding academic advising.

References

  • Abernathy, T., & Engelland, B. (2001). The effects of frequency, recency, and academic prowess as moderators of service quality evaluations for collegiate academic advising. Marketing Management Journal, 11(2), 97–107.
  • Allen, J. M., & Smith, C. L. (2008a). Importance of, responsibility for, and satisfaction with academic advising: A faculty perspective. Journal of College Student Development, 49(5), 397–411.
  • Allen, J. M., & Smith, C. L. (2008b). Faculty and student perspectives on advising: Implications for student dissatisfaction. Journal of College Student Development, 49(6), 609–624.
  • Allen, J. M., Smith, C. L., & Muehleck, J. K. (2014). Pre-and post-transfer academic advising: What students say are the similarities and differences. Journal of College Student Development, 55(4), 353–367.
  • Barbuto Jr, J. E., Story, J. S., Fritz, S. M., & Schinstock, J. L. (2011). Full range advising: Transforming the advisor-advisee experience. Journal of College Student Development, 52(6), 656–670.
  • Braun, J., & Zolfagharian, M. (2016). Student participation in academic advising: Propensity, behavior, attribution and satisfaction. Research in Higher Education, 57(8), 968–989.
  • Champlin-Scharff, S. (2010). Advising with understanding: Considering hermeneutic theory in academic advising. NACADA Journal, 30(1), 59–65.
  • Christian, T. Y., & Sprinkle, J. E. (2013). College student perceptions and ideals of advising: An exploratory analysis. College Student Journal, 47(2), 271–291.
  • Cook, S. (2009). Important events in the development of academic advising in the United States. NACADA Journal, 29(2), 18–40.
  • Crookston, B. B. (2009). A developmental view of academic advising as teaching. NACADA Journal, 29(1), 78–82.
  • Demir, A., & Ok, A. (2001). Improving academic advising: A case study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 57–64.
  • Ellis, K. C. (2014). Academic advising experiences of first-year undecided students: A qualitative study. NACADA Journal, 34(2), 42–50.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). New York, NY: MacGraw Hill Education.
  • Goomas, D. T. (2012). Closing the gap: Merging student affairs, advising and registration. Community College Journal of Research and Practice, 36, 59–61.
  • Grites, T. J. (2013). Developmental academic advising: A 40-year context. NACADA Journal, 33(1), 5–15.
  • Güçlü, N., Sezgin, F., Kılınç, A., Ç., & Kavgacı, H. (2011) Lisansüstü öğrencilerinin iyi bir tez danışmanından beklentilerine ilişkin nitel bir çalışma. 5. Lisansüstü Eğitim Sempozyumu, 7–8 Ekim 2011, Gazi Üniversitesi, Ankara; Program Kitapçığı ve Bildiri Özetleri, s. 93.
  • Hatch, D. K., & Garcia, C. E. (2017). Academic advising and the persistence intentions of community college students in their first weeks in college. Review of Higher Education, 40(3), 353–390.
  • Köser, B. (2010). Üniversitelerde akademik danışmanlık hizmetinin önemi ve Türkiye’de bulunan devlet ve vakıf üniversitelerinde akademik danışmanlık hizmetinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Beykent Üniversitesi. İstanbul.
  • Köser, B., & Mercanlıoğlu, Ç. (2010). Akademik danışmanlık hizmetinin önemi ve Türkiye’deki üniversitelerde akademik danışmanlık hizmetinin değerlendirilmesi. Sosyal ve Beşeri Bilimler Dergisi, 2(2), 27–26.
  • Mattei, N., Dodson, T., Guerin, J. T., Goldsmith, J., & Mazur, J. M. (2014, April). Lessons learned from development of a software tool to support academic advising. In American Society for Engineering Education (ASEE Zone 1), 2014 Zone 1 Conference of the IEEE, pp. 1–8.
  • Pardee, C. F. (1994). We profess developmental advising, but do we practice it? NACADA Journal, 14(2), 59–61.
  • Robbins, R. (2012). Everything you always wanted know about academic advising (well, almost). Journal of College Student Psychotherapy, 26, 216–226.
  • Robbins, R., & Zarges, K. M. (2011). Assessment of academic advising: A summary of the process. Accessed through <http://www.nacada.ksu.edu/ Resources/Clearinghouse/View-Articles/Assessment-of-academic-advising.aspx> on January 27th, 2018.
  • Shelton, E. N. (2003). Faculty support and student retention. Journal of Nursing Education, 42(2), 68–75.
  • Strayhorn, T. L. (2015). Reframing academic advising for student success: From advisor to cultural navigator. The Journal of the National Academic Advising Association, 35(1), 56–63.
  • Tabachnick, B., & Fidell, L. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
  • Teasley, M., & Buchanan, E. (2013). Are Missouri State students satisfied with academic advising? Work by Missouri State University Undergraduate Students, 81.
  • Tonbul, Y. (2014). A comparative study of selection, training and advisory practices for doctoral education. Eurasian Journal of Educational Research (EJER), 55, 263–282.
  • Winston, R. B., & Sandor, J. A. (1984). The academic advising inventory. Athens, GA: Student Development Associates.
  • Young-Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: Does it really impact student success? Quality Assurance in Education, 21(1), 7–19.

Akademik Danışmanlık Uygulamasına İlişkin Lisans Öğrencilerinin ve Akademik Danışmanların Görüşleri

Year 2019, , 139 - 148, 26.04.2019
https://doi.org/10.2399/yod.18.042

Abstract

Bu çalışmanın amacı Ankara'da bir devlet üniversitesinde uygulanan akademik danışmanlık sürecine ilişkin öğrencilerin ve akademik danışmanlık yapan öğretim üyelerinin görüşlerini incelemektir. Çalışmada tarama ve ilişkisel araştırma desenleri kullanılmıştır ve veriler çevrim içi anket yoluyla 130 akademik danışmandan ve 840 lisans öğrencisinden elde edilmiştir. Verilerin analizinde betimleyici ve çıkarımsal istatistik yöntemleri kullanılmıştır. Bulgular, akademik danışmanların ve öğrencilerin bir akademik dönem içinde çoğunlukla bir ya da iki kez görüştüklerini ve bu görüşmelerin sıklıkla ders kaydı ve ders onayı hakkında olduğunu göstermiştir. Akademik danışmanlık sürecine ilişkin akademik danışmanların görüşleri, öğrencilerinkinden daha olumlu bulunmuştur. Öğrencilerin akademik danışmanlığa ilişkin memnuniyet düzeylerini yordayan faktörler arasında yüz yüze görüşmelerin sıklığı, akademik danışmanlık kapsamında yapılan etkinliklerin sayısı ve akademik danışmanın özellikleri yer almaktadır.

References

  • Abernathy, T., & Engelland, B. (2001). The effects of frequency, recency, and academic prowess as moderators of service quality evaluations for collegiate academic advising. Marketing Management Journal, 11(2), 97–107.
  • Allen, J. M., & Smith, C. L. (2008a). Importance of, responsibility for, and satisfaction with academic advising: A faculty perspective. Journal of College Student Development, 49(5), 397–411.
  • Allen, J. M., & Smith, C. L. (2008b). Faculty and student perspectives on advising: Implications for student dissatisfaction. Journal of College Student Development, 49(6), 609–624.
  • Allen, J. M., Smith, C. L., & Muehleck, J. K. (2014). Pre-and post-transfer academic advising: What students say are the similarities and differences. Journal of College Student Development, 55(4), 353–367.
  • Barbuto Jr, J. E., Story, J. S., Fritz, S. M., & Schinstock, J. L. (2011). Full range advising: Transforming the advisor-advisee experience. Journal of College Student Development, 52(6), 656–670.
  • Braun, J., & Zolfagharian, M. (2016). Student participation in academic advising: Propensity, behavior, attribution and satisfaction. Research in Higher Education, 57(8), 968–989.
  • Champlin-Scharff, S. (2010). Advising with understanding: Considering hermeneutic theory in academic advising. NACADA Journal, 30(1), 59–65.
  • Christian, T. Y., & Sprinkle, J. E. (2013). College student perceptions and ideals of advising: An exploratory analysis. College Student Journal, 47(2), 271–291.
  • Cook, S. (2009). Important events in the development of academic advising in the United States. NACADA Journal, 29(2), 18–40.
  • Crookston, B. B. (2009). A developmental view of academic advising as teaching. NACADA Journal, 29(1), 78–82.
  • Demir, A., & Ok, A. (2001). Improving academic advising: A case study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 57–64.
  • Ellis, K. C. (2014). Academic advising experiences of first-year undecided students: A qualitative study. NACADA Journal, 34(2), 42–50.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). New York, NY: MacGraw Hill Education.
  • Goomas, D. T. (2012). Closing the gap: Merging student affairs, advising and registration. Community College Journal of Research and Practice, 36, 59–61.
  • Grites, T. J. (2013). Developmental academic advising: A 40-year context. NACADA Journal, 33(1), 5–15.
  • Güçlü, N., Sezgin, F., Kılınç, A., Ç., & Kavgacı, H. (2011) Lisansüstü öğrencilerinin iyi bir tez danışmanından beklentilerine ilişkin nitel bir çalışma. 5. Lisansüstü Eğitim Sempozyumu, 7–8 Ekim 2011, Gazi Üniversitesi, Ankara; Program Kitapçığı ve Bildiri Özetleri, s. 93.
  • Hatch, D. K., & Garcia, C. E. (2017). Academic advising and the persistence intentions of community college students in their first weeks in college. Review of Higher Education, 40(3), 353–390.
  • Köser, B. (2010). Üniversitelerde akademik danışmanlık hizmetinin önemi ve Türkiye’de bulunan devlet ve vakıf üniversitelerinde akademik danışmanlık hizmetinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Beykent Üniversitesi. İstanbul.
  • Köser, B., & Mercanlıoğlu, Ç. (2010). Akademik danışmanlık hizmetinin önemi ve Türkiye’deki üniversitelerde akademik danışmanlık hizmetinin değerlendirilmesi. Sosyal ve Beşeri Bilimler Dergisi, 2(2), 27–26.
  • Mattei, N., Dodson, T., Guerin, J. T., Goldsmith, J., & Mazur, J. M. (2014, April). Lessons learned from development of a software tool to support academic advising. In American Society for Engineering Education (ASEE Zone 1), 2014 Zone 1 Conference of the IEEE, pp. 1–8.
  • Pardee, C. F. (1994). We profess developmental advising, but do we practice it? NACADA Journal, 14(2), 59–61.
  • Robbins, R. (2012). Everything you always wanted know about academic advising (well, almost). Journal of College Student Psychotherapy, 26, 216–226.
  • Robbins, R., & Zarges, K. M. (2011). Assessment of academic advising: A summary of the process. Accessed through <http://www.nacada.ksu.edu/ Resources/Clearinghouse/View-Articles/Assessment-of-academic-advising.aspx> on January 27th, 2018.
  • Shelton, E. N. (2003). Faculty support and student retention. Journal of Nursing Education, 42(2), 68–75.
  • Strayhorn, T. L. (2015). Reframing academic advising for student success: From advisor to cultural navigator. The Journal of the National Academic Advising Association, 35(1), 56–63.
  • Tabachnick, B., & Fidell, L. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
  • Teasley, M., & Buchanan, E. (2013). Are Missouri State students satisfied with academic advising? Work by Missouri State University Undergraduate Students, 81.
  • Tonbul, Y. (2014). A comparative study of selection, training and advisory practices for doctoral education. Eurasian Journal of Educational Research (EJER), 55, 263–282.
  • Winston, R. B., & Sandor, J. A. (1984). The academic advising inventory. Athens, GA: Student Development Associates.
  • Young-Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: Does it really impact student success? Quality Assurance in Education, 21(1), 7–19.
There are 30 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Yeşim Çapa Aydın This is me 0000-0002-5463-1989

Oya Yerin Güneri This is me 0000-0002-0565-4025

Esra Eret 0000-0002-0908-8630

Funda Barutçu Yıldırım This is me 0000-0003-3630-1019

Publication Date April 26, 2019
Published in Issue Year 2019

Cite

APA Çapa Aydın, Y., Yerin Güneri, O., Eret, E., Barutçu Yıldırım, F. (2019). The Views of Undergraduate Students and Academic Advisors on the Academic Advising Process. Yükseköğretim Dergisi, 9(2), 139-148. https://doi.org/10.2399/yod.18.042

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.