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1 – 10 of over 1000Khalfan Al-Asmi and Venkat Ram Raj Thumiki
Advising systems play an important role not only in the student development process but also in student retention. Academic scholars across the world have been emphasising the…
Abstract
Advising systems play an important role not only in the student development process but also in student retention. Academic scholars across the world have been emphasising the presence of an effective student advising system as one of the requirements of a standard educational set up. To ensure student satisfaction with the advising system, institutions conduct satisfaction studies to monitor the effectiveness of their system and to understand key issues such as influencing factors and the association between demographic and influencing variables. The current paper addresses these key issues. A survey was conducted during Fall 2012 with students from across the GCC at three colleges in Muscat, Oman, to identify the factors influencing student satisfaction with advising system. In our study twenty-six variables were formed into five factors. The results show that student satisfaction with the advising systems is highly influenced by ‘feel good’, ‘critical situations’ and ‘IT’ factors. It was also found that satisfaction is independent of gender but not of the education level: lower level students were found to be more satisfied with advising systems than the students at the higher level. Student satisfaction has a significant positive correlation with training/orientation on advising and perceived quickness in solving students’ problems.
Rony Setiawan, Ariesya Aprillia and Nonie Magdalena
Student achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations…
Abstract
Purpose
Student achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations regarding the quality of students and graduates, which are set by BAN-PT, an institution that guarantees the quality of National Education Service delivery at every university in Indonesia. The purpose of this paper is analyzing the internal and external factors that contribute to academic achievement and student retention.
Design/methodology/approach
This paper is a causal explanatory-based study, using multiple regression analysis among five independent variables and two dependent variables separately. Several sequential tests are conducted to maintain the proper research results, such as reliability, normality, multi-collinearity and heteroscedasticity.
Findings
This paper provides empirical facts that student motivation has a significant positive impact on the level of student academic achievement, and the quality of lecturers has a significant positive impact both on student academic achievement and retention rates.
Research limitations/implications
This study is conducted within the context of a university. The generalization in the study is low. Researchers are encouraged to explore further.
Practical implications
This paper is expected to provide constructive feedback to university management in setting policies that are oriented toward strategic actions to optimize academic achievement and maintain their students.
Originality/value
This paper provides insights of good university governance concerning in higher education management.
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Jerrod A. Henderson, Erik M. Hines, Jared L. Davis, Le Shorn S. Benjamin, Jeannette D. Alarcón and Tyron Slack
In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in…
Abstract
Purpose
In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.
Design/methodology/approach
For this study, inductive thematic analysis was used.
Findings
The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.
Originality/value
These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.
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Omotayo Adewale Awodiji and Suraiya R. Naicker
Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic…
Abstract
Purpose
Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic, pragmatic, ideological and innovative (CPII) in this study. This study compared the leadership qualities of LAs in universities in Nigeria as perceived by students. The purpose of this paper is to compare the leadership qualities of LAs in universities in Nigeria as perceived by students.
Design/methodology/approach
A survey-comparative design of a quantitative research approach was used. Two universities were purposively selected and the convenience sampling method was applied to select 207 participants.
Findings
Findings revealed that LAs of the private university exhibit a slightly higher level of leadership qualities than those from the public university based on the students' assessment (t (207) = 2.19 and ρ = 0.029 < 0.05).
Research limitations/implications
The study concluded that universities should organise regular workshops for LAs on innovative leadership to stimulate 21st-century learners to achieve their educational objectives.
Practical implications
It is therefore recommended that universities should organise a regular workshop for LAs on an innovative leadership model that promotes 21st century students to achieve their educational objectives.
Originality/value
In practice, the study of this kind is timely, given that academic advisers or advisers are very influential on student achievement and success. Thus, the outcome will educate the academic advisers on the leadership qualities that will enhance their role in the 21st century. In addition, it will add to the literature on university LAs' leadership skills in Nigeria and other nations of Africa. Most literature available in the context is mainly from America.
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