Analysis of the need for academic guidance and counseling for guidance and counseling students at the University of Jambi
Keywords:
Needs analysis, Academic Guidance, Counseling ServicesAbstract
This research focuses on identifying and evaluating unmet academic counseling needs for guidance and counseling students at Jambi University. Academic counseling is crucial for supporting students' academic achievement and professional development. However, challenges such as ineffective communication with academic advisors, limited access to services, and low student awareness of counseling benefits can hinder learning and skill development. The study aims to explore specific unmet counseling needs and barriers to utilizing guidance services at the university. Using a qualitative approach with semi-structured interviews, the research is grounded in Trautwein and Bosse’s academic counseling theory and Knowles' theory of needs. Data analysis is conducted through thematic and narrative approaches. Findings show that, similar to studies on German students, individual and organizational counseling needs are prioritized over learning and social needs. This reflects concerns among Jambi University students about understanding their major, setting academic goals, comprehending the curriculum, and lack of preparation for academic challenges. The research ultimately provides recommendations to enhance the effectiveness of academic counseling services at the university.References
A. Ismail, L. Roslan, H.B. Ismail, N. A. M. S. (2021). Students’ satisfaction towards academic advising service. Asian Journal of University Education, 291–298. https://doi.org/10.24191/ajue.v17i3.14497.
A.D. Young-Jones, T.D. Burt, S. Dixon, M. J. H. (2013). Academic advising: does it really impact student success? 7–19. https://doi.org/10.1108/09684881311293034
A.F.Y. Siu, J. F. C. (2011). Coping styles and psychological distress among Hong Kong university students: Validation of the collectivist coping style inventory, Int. J. Adv. Counsell. 88–100. https://doi.org/10.1007/s10447-011-9114-8.
A.I. Clinciu, A.-M. C. (2014). Academic adjustment questionnaire for the university students. Social and Behavioral Sciences, 655–660. https://doi.org/10.1016/j.sbspro.2014.03.330.
A.M. Siu, C.W. Chien, R.Y. Cheung, D. T. S. (2021). A strength-based inventory for assessing the needs for academic advising of university students in Hong Kong. NACADA, 63–67.
Abraham, M. (1954). Motivation and Personality, Harper & Row.
B. Glaser, A. S. (1967). in: C. Glesne (Ed.), The Discovery of Grounded Theory” in Becoming Qualitative Researchers: An introduction, second ed., Aldine Transaction.
B. Hell, C. Ptok, H. S. (2007). Methodik zur Ermittlung und Validierung von Anforderungen an Studierende (MEVAS), Z. Arbeits- Organisationspsychol. 88–95. https://doi.org/10.1026/0932-4089.51.2.88.
Baru bara, Y. A., Farhanag, J., Hasanahti, M., & Apriani, A. (2022). Pentingnya Layanan Bimbingan Konseling Bagi Peserta Didik. Al-Mursyid: Jurnal Ikatan Alumni Bimbingan Dan Konseling Islam (IKABKI), 4(1).
C. M. McGill, M. Ali, D. B. (2020). Skills and competencies for effective academic advising and personal tutoring. 135.
C. McInnis, R. James, C. M. (1995). First Year on Campus: Diversity in the Initial Experiences of Australian Undergraduates.
C. Schlusche, L. Schnaubert, D. B. (2021). Perceived social resources affect help-seeking and academic outcomes in the initial phase of undergraduate studies, Frontiers in Education.
C. Senden, T. Vandecasteele, E. Vandenberghe, K. Versluys, R. Piers, M. Grypdonck, N. V. D. N. (2015). The interaction between lived experiences of older patients and their family caregivers confronted with a cancer diagnosis and treatment: a qualitative study. 197–206.
C. Smith, J. A. (2012). Does Contact with Advisors Predict Learning Outcomes? A Multi-Institutional Study.
C. Trautwein, E. B. (2017). The first year in higher education—critical requirements from the student perspective. 371–387.
Carcary, M. (2009). The research audit trial—enhancing trustworthiness in qualitative inquiry, Electron. J. Bus. Res. Methods. 11–24.
Cha, J. S. (2017). Reflections on the development strategy of secondary vocational education under the new situation. Vocational and Technical Education, 44–49.
Chan, Z. C. (2016). A qualitative study of freshmen’s and academic advisors’ perspectives on academic advising in nursing. Nurse Educ. Pract, 23–29.
Chell, E. (2004). Critical incident technique, in: C. Cassell, G. Symon (Eds.), Essential Guide to Qualitative Methods in Organizational Research. 45–60.
D.K. Mah, D. I. (2020). What do first-year students need? Digital badges for academic support to enhance student retention. 86–89.
D.T.L. Shek, B. P. M. C. (2013). Developmental issues of university students in Hong Kong, Int. J. Adolesc. Med. Health. 345–351.
Darwis, H., & Fitriana, A. (2023). Peran Konselor dalam Meningkatkan Resiliensi Akademik Mahasiswa. Jurnal Bimbingan dan Konseling Pendidikan.
E. Sneyers, K. D. W. (2018). Interventions in higher education and their effect on student success: a meta-analysis. 208–228.
F. Kristine, I. J. (2022). Qualitative review of academic advising perceptions: some students satisfied and need it, some don’t, Human.
F.W. Nerdinger, G. Blickle, N. Schaper, N. S. (2008). Arbeits-und Organisationspsychologie. 429.
Filipp, S. H. (1981). Ein allgemeines Modell für die Analyse kritischer Lebensergebnisse, in: S.-H. Filipp (Ed.). 3–52.
Flanagan, J. C. (1954). The critical incident technique.
G. Guest, E. Namey, M. C. (2020). A simple method to assess and report thematic saturation in qualitative research. https://doi.org/%0A10.1371/journal.pone.0232076.%0A
G.C. Johnson, G. W. (2004). Oh gawd, how am I going to fit into this?” Producing [mature] first-year student identity. 474–487.
Gantt, B. J. (2019). Academic Advising Methods and First-Year Full-Time Community College Student Achievement.
Gill, S. L. (2020). Qualitative sampling methods. 579–581. https://doi.org/10.1177/08903344209492
Glaser, B. G. A. L. S. (2017). The Discovery of Grounded Theory: Strategies for Qualitative Research, Routledge.
Gordon, V. N. (2006). Career Advising: an Academic Advisor Guide.
H. Kallio, A. M. P. (2016). M. Johnson, M. Kangasniemi, Systematic methodological review: developing a framework for a qualitative semi-structured interview guide. 2954–2965. https://doi.org/10.1111/jan.13031.
H. Schüpbach, J. Pixner, S. Z. (2006). Handlungskompetenz im Hochschulstudium, Bild. 147–166.
H. Yang, S. Harlow, C. Maddux, M. S. (n.d.). The impact of cross-cultural experience on worldviews of Chinese international students, Counsel. 51, 21–51.
Haghamed, S. (2016). NACADA stirs a global conversation to address gaps of practice of academic advising internationally. https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/NACADA-Stirs-a-Global-Conversation-to-Address-Gaps-of-Practice-of-%0AAcademic-Advising-Internationally.aspx.%0A
Hammersley, M. (2015). Sampling and thematic analysis: a response to Fugard and Potts. 687–688.
Hart-Baldridge, E. (2020). Faculty advisor perspectives of academic advising. NACADA Journal 40, 10–22.
Havighurst, R. J. (1948). Developmental Tasks and Education.
House, L. A., Neal, C., & Kolb, J. (2020). Supporting the Mental Health Needs of First Generation College Students. Journal of College Student Psychotherapy, 34(2), 157-167. https://eric.ed.gov/?id=EJ1246657
I. Junita, F. Kristine, S. Limijaya, T. E. W. (2020). A study of undergraduate students’ perception about academic advising in an Indonesian University, Human 11. 129–135. https://doi.org/10.21512/humaniora.v11i2.6490
J. Dehler, D. Bodemer, J. Buder, F. W. H. (2011). Guiding knowledge communication in CSCL via group knowledge awareness, Comput. Hum. 1068–1078. https://doi.org/10.1016/j.chb.2010.05.018
J. Wang, L. Liao, C. M. (2021). Empirical analysis of students’ academic status and counseling demands under the background of enrollment expansion in higher vocational colleges. 44–47. https://doi.org/10.16062/j.cnki.cn36-1247/z.2021.01.013.
K. Cunningham, A. S. (2014). The effect of career cruising on the self-efficacy of students deciding on majors. NACADA, 16–25.
K.C. Zhoc, T.S. Chung, R. B. K. (2018). Emotional intelligence (EI) and self-directed learning: examining their relation and contribution to better student learning outcomes in higher education. 982–1004.
K.M. Soria, N.L. Laumer, D.J. Morrow, G. M. (2017). Strengths-based advising approaches: benefifits for fifirst-year undergraduates. NACADA, 55–65. https://doi.org/10.12930/NACADA-16-010.
K.M. Zarges, T.A. Adams, E.M. Higgins, N. M. (2018). Assessing the impact of academic advising: current issues and future trends. 47–57. https://doi.org/10.1002/HE.20302
Karpouza, E. (2019). A. Emvalotis, Exploring the teacher-student relationship in graduate education: a constructivist grounded theory, Teach. 121–140.
Kiefer, J. C. (2010). Tips for success: fostering a good mentoring relationship, Dev. Dynam.
Knowles, M. S. (1970). The Modern Practice of Education: Andragogy versus Pedagogy. Cambridge Book Co.
Kuhn, T. L. (2008). Historical foundations of academic advising, in: V.N. Gordon, W.R. Habley, T.J. Grites (Eds.), Academic Advising: A Comprehensive Handbook. 3–16.
L. Cresswell, R. Hinch, E. C. (2019). The experiences of peer relationships amongst autistic adolescents: a systematic review of the qualitative evidence, Research in Autism Spectrum Disorders. 40–60. https://doi.org/10.1016/j.rasd.2019.01.003
L.A. Schreiner, E. A. (2005). Strengths-based advising: a new lens for higher education. NACADA, 20–29. https://doi.org/10.12930/0271-%0A9517-25.2.20.%0A
L.D. Butterfield, W.A. Borgen, N.E. Amundson, A. S. T. M. (2005). Fifty years of the critical incident technique: 1954-2004 and beyond. 475–497.
Lase, B. P. (2018). Posisi dan urgensi bimbingan konseling dalam praktik pendidikan. Warta Dharmawangsa.
M. Houdyshell, P. K. (2018). Graduate students’ perceptions’ on a professional pathway for academic advisors. American Journal of Qualitative Research, 7–96. https://doi.org/10.1080/13645579.2015.1005456
M. Van Dinther, F. Dochy, M. S. (2011). Factors affecting students’ self-efficacy in higher education. 95–108.
Maaßen, M. (1993). Biographie und Erfahrung von Frauen. Münster: Morgana Frauenbuchverl.
McGill, C. M. (2016). “Cultivating ways of thinking”: the developmental teaching perspective in academic advising, New Horizons in Adult Education and Human Resource Development. 50–54.
Mortenson, S. T. (2006). Cultural differences and similarities in seeking social support as a response to academic failure: a comparison of Chinese college students. 127–146.
Muiz, M. R., & Fitriani, W. (2022). Urgensi Analisis Kebutuhan Dalam Pelayanan Bimbingan dan Konseling Di Sekolah. Jurnal Consulenza: Jurnal Bimbingan Konseling Dan Psikologi, 5(2), 116–126.
N. Renick Thomson, D. H. Z. (2010). Mentees’ perceptions of their interpersonal relationships: the role of the mentor—youth bond. 434–445. https://doi.org/10.1177/0044118X09334806.
Nastiti, D., & Habibah, N. (2017). Studi eksplorasi tentang pentingnya layanan bimbingan konseling bagi mahasiswa di UMSIDA. Psikologia: Jurnal Psikologi, 1(1), 52–78.
O. Iatrellis, A. Kameas, P. F. (2017). Academic advising systems: a systematic literature review of empirical evidence. https://doi.org/%0A10.3390/educsci7040090.%0A
Owens, M. R. (2015). Student Perceptions of Academic Advisor Effectiveness and Student Success: Factors that Matter. https://www.semanticscholar.org/paper/%0AStudent-Perceptions-of-Academic-Advisor-and-Student-Owens/614a883a656d1f53dd639eb4907c46f182dcc888.%0A
Ozolins, U. (2009). Back translation as a means of giving translators a voice. The International Journal of Translation and Interpreting Research.
P. Donaldson, L. McKinney, M. Lee, D. P. (2016). First-year community college students’ perceptions of and attitudes toward intrusive academic advising. NACADA, 30–42. https://doi.org/10.12930/nacada-15-012.
Pargett, K. K. (2011). The Effects of Academic Advising on College Student Development in Higher Education.
Poulou, M. S. (2017). An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students’ behavioral difficulties, International Journal of School & Educational Psychology. 126–136.
R.V. Walker, A.I. Zelin, C. Behrman, R. S. (2017). Qualitative analysis of student perceptions: “some advisors care. NACADA, 44–54. https://doi.org/10.12930/nacada-15-027.
R.Y.S. Cheung, A.M.H. Siu, D. T. L. S. (2017). Survey of needs and expectations for academic advising in a Hong Kong University. NACADA, 21–32. https://doi.org/10.12930/nacada-15-047
Renuka, K., & Madhanika, M. (2020). Role of Counselling in Academic Performance of College Students: A Case Study from Kenya. International Journal of Multidisciplinary Educational Research, 9(3), 1-10.
Rogers, C. R. (2013). Client-centered therapy, Curr Psychother.
S. Sherlywati, I. Junita, F. Kristine, E. W. (2021). Perbedaan persepsi bimbingan akademik mahasiswa pada sebuah perguruan tinggi swasta di Indonesia. Jurnal Manajemen Maranatha, 119–134.
S.M. Chan, K.-W. C. (2013). Adolescents’ susceptibility to peer pressure: Relations to parent-adolescent relationship and adolescents’ emotional autonomy from parents, Youth Soc. 286–302. https://doi.org/10.1177/0044118X11417733.
Setiawan, M. R. (2023). Kebutuhan Bimbingan dan Konseling Akademik di Perguruan Tinggi. Jurnal Konseling Nusantara.
Shang, H. (2019). Research on the Academic Guidance System of Undergraduates in Colleges and Universities. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFDLAST2020&filename=1019243526.nh.
Soria, K. (2012). Advising satisfaction: implications for first-year students’ sense of belonging and student retention, The mentor: Innovative scholarship on academic advising.
T. Feghali, I. Zbib, S. H. (2011). A web-based decision support tool for academic advising. Journal of Educational Technology & Society, 82–94. https://www.j-ets.net/.
The State Council of the PRC. (2019). Government Work Report.
Truschel, J. (2008). Does the Use of appreciative advising work? Learn. Assist. 7–16.
U.P. Kanning, W. B. (2012). C. Herrmann, Measuring social competencies in the teaching profession-development of a self-assessment procedure. Journal for Educational Research Online, 140–154.
W. Li, X. Liu, Y. Li, R. Zhang, W. Du. (2016). Exploration and practice of academic Guidance mechanism for students in colleges and universities of traditional Chinese medicine. 65–68+80.
W. Yang, Z. Q. (2018). Changes and Prospects of China’s Vocational Education Enrollment System in the 40 Years of Reform and Opening up. Vocational and Technical Education, 18.
Wang, W. K. C. H. W. (2010). Validity and reliability of qualitative research in education. 29–50. https://doi.org/10.6209/JORIES.202109_66(3).0002
Wolcott, H. F. (1994). Transforming Qualitative Data: Description, Analysis, and Interpretation.
Yang, J. (2016). Needs, actions and social development. Journal of Party School of the Central Committee of CPC, 84–89. https://doi.org/10.14119/j.cnki.%0Azgxb.2016.01.010.%0A
Yu, X. W. (2009). Studying abroad as a possibility of development: exploring the significance of studying abroad from the life stories of six Taiwanese female students studying in Germany. Journal of Research in Education Sciences, 109–138.
Z. Kaman, Z. O. (2016). Validity, reliability and triangulation in case study method: an experience, in: Qualitative Research Conference (QRC). 2016, 24–26.
Z. Zhang, M. B. (2007). Differences in living and learning: Chinese international students in New Zealand. 124–140.
Z.C. Chan, H.Y. Chan, H.C.J. Chow, S.N. Choy, K.Y. Ng, K.Y. Wong, P. K. Y. (2019). Academic advising in undergraduate education: a systematic review. 58–74. https://doi.org/10.1016/j.nedt.2019.01.009.
