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Students' perceptions of faculty academic advising effectiveness at an urban multi-campus community college
Abstract
This investigation studied students' perceptions of faculty academic advising effectiveness at an urban multi-campus community college. It examined the relationship between the degree of student satisfaction and five independent variables: day/evening status, full/part-time status, number of advising meetings, length of advising meetings, and ease of obtaining an advising appointment. The data for this investigation were collected from 389 students at a midwestern urban multi-campus community college. Students were asked to complete an anonymous questionnaire during the winter quarter 1990. A two-way analysis of variance for each of the survey items was utilized as the statistical method for testing the six hypotheses. In some cases, Scheffe tests were subsequently used to ascertain the significance of differences between means two at a time. The following conclusions were drawn: (1) There appears to be a higher perception of satisfaction for day students for all levels of frequency of meeting except for the 'never met' meeting arrangement where evening students had a higher satisfaction rating. (2) Day students and full-time students seem to have a higher level of satisfaction than do evening and part-time students when meeting length is approximately 15 to 30 minutes. Evening and part-time students seem to prefer longer than 30 minutes or no meetings at all. (3) Day students appear to be more satisfied with the advising system across all levels of 'ease of making an advising appointment'. (4) Full-time students appear to be more satisfied with the advising system across all levels of 'number of advising meetings'. Further analysis revealed that the more frequently students and advisors meet, the higher the students' perception of advising satisfaction is for both groups. (5) Full-time students appear to be more satisfied with the advising system than part-time students when they have 'very easy' or 'somewhat easy' access in arranging an advising meeting. But once they have a difficult time in arranging an appointment, the situation is reversed.
Subject Area
Community colleges|School administration|Academic guidance counseling
Recommended Citation
Dunker, Robert Ernest, "Students' perceptions of faculty academic advising effectiveness at an urban multi-campus community college" (1990). ETD collection for University of Nebraska-Lincoln. AAI9108218.
https://digitalcommons.unl.edu/dissertations/AAI9108218