Academic Advising Needs of University Students: The Case of Machakos University
Prof. James M. Muola
Dr. Wycliffe Amukowa
Dr. David Mulwa
Dr. Peter Kimiti
1,2,3,4Machakos University
Corresponding Author: Email: jmuola@mksu.ac.ke
Abstract
Academic mentorship has been practiced in a number of universities including Machakos in Kenya though ineffectively due to the big student numbers and the presumably misconceived assumption that all students are in need and will voluntarily seek assistance. Most of the students admitted in public universities have the potential to excel academically if properly guided, supported and challenged. For academic mentorship to be successful and profitable to students, there is need to identify areas of need for purposes of prioritization. Study findings have identified academic advising needs of university students including maintaining high grades, handling heavier academic workload, setting career goals, setting academic goals, time management, personal development, social relationships, financial management and study skills among others. This survey was conducted on 187 students from Machakos University. Data was analysed using descriptive statistics. The findings show that students have a fairly positive (mean 3.62, n=187) perception towards academic mentorship. Despite rating themselves highly on various competences, the respondents expressed need for mentorship on orientation (73%), examination preparation (88%), financial management (79%), developing a good study schedule (78%), maintaining high grades (78%), setting academic goals (83%), setting career goals (85%) among other areas. It was concluded that students have a positive attitude towards academic mentorship, mentorship can provide information required by students to excel academically and advantage can be made of students’ feelings of inadequacy in certain competency areas that are necessary for academic excellence. It was recommended that Schools and departments should take advantage of the positive perception to operationize and institutionalize academic mentorship and the mentorship programme should focus on areas that students expressed need for academic advising.
Key words: mentorship, academic advising, needs, students.
Introduction
Academic advising has been practiced in a number of universities in Kenya. In most cases it involves assigning students to academic mentors irrespective of whether they are in need of it or not. The assumption that every student is in need of academic advising has resulted to a scenario where students hardly seek assistance from designated faculty staff. The growing numbers of students in our Kenyan universities have resulted to a situation where academic members of staff are assigned unmanageable numbers of mentees. This has resulted to a negative attitude towards academic mentorship. It has been assumed that students who are faring poorly in their academic work will see and feel the need to seek academic advising which has not been the case. Many students who are admitted to the university do not consider themselves poor academically since they were able to perform significantly above average to gain admission to the university which is normally very competitive for government sponsored students. Despite all deliberate efforts by universities to minimize the number of students failing in university examinations, the numbers have continued to rise.
It is the conviction of the researchers that students who were able to pass their end of secondary examination to an extent of being admitted to university competitively have the potential to excel academically all other factors held constant.
Academic mentorship is practiced in Machakos University in an unstructured manner and hence not fully operational. The university does not have a policy to guide academic mentorship of newly admitted and continuing students.
The aim of this survey was to assess students’ perceptions and need for academic mentorship. The survey also aimed at documenting the areas of focus on academic mentorship and students’ rating on various competences/skills which they need to possess to be able to do well academically. The findings informed the choice and implementation of an appropriate mentorship model focusing specifically on students at risk academically.
Mentoring is a ‘personal, helping relationship between a mentor and a mentee that includes professional development and growth and varying degrees of support. While mentoring relationships are reciprocal, mentors tend to be those with greater experience’ (Hansford et al. 2003, p. 5). Mentorship focuses on maximizing performance (Whitmore, 2002) and the person’s overall life development. The process of mentorship aims at unlocking people’s potential to maximise their own performance. In mentorship, the mentor tries to develop the skills, knowledge and attitudes required to complete a task or perform a job.
Mentoring is a personal relationship which develops over time between a mentor and a mentee. This relationship has to exist in an atmosphere of confidentiality based on the sharing of thoughts, questions, life and work experiences such that trust is built up. It is an unequal relationship in the sense that the mentor is deemed to have knowledge, experience and skills to offer to the mentee. At the same time, it is a dynamic relationship in which the mentee is growing in capacity to reflect, make decisions and offer ideas.
In formal mentoring programs, the purpose of mentoring is likely to be articulated in a set of guidelines or via training that is provided for both parties, where they are informed of the goals and purposes of the program. As an example, the purpose of a formal mentoring program for new university students might be to help them develop skills and strategies, to adjust to life in the university, become socialized into the university’s values and culture, and develop a good working knowledge of university policies and procedures.
In contrast, in informal mentoring arrangements, the parties may not have any set goals or specific expectations except to get together informally and discuss university-based issues as they arise. The purpose of the relationship may change depending on the needs of either party. Whether the mentoring relationship is organizationally driven or informal and more personally driven, it is likely that the overall purpose of the relationship will be for both parties to learn, engage in knowledge transfer, and support one another’s development and growth.
The findings of a study by Muola and Migosi (2012) showed that the top ranking academic advising needs for university students were maintaining high grades, setting career goals, handling heavy academic workload, and setting academic goals irrespective of the year of study and gender.
In a study of 920 undergraduate students conducted in Nigeria, it was found that there is need of counseling on time management, drug abuse, domestic problems, career needs, relationship problems, finance, sexual harassment, academic ability, personality types and anxiety/depression (Aluede, Imhonde, & Eguavoen, 2006). Among other areas in which students seek help include improvement of their study skills; career uncertainty; self-confidence problems; lack of motivation; fear of failure; depression; lack of purpose in life; anxiety and nervousness (Gallagher, 1992). Other areas include: academic and school related problems, study skills; time management; overcoming fear about taking examinations; meeting academic and career needs (Bertocci, Hirsch, Sommer & Williams, 1992). Fear of examinations and worries about getting a job seems to be a common theme in many of the highly ranked concerns of students (Gallagher, Golin & Kelleher, 1992).
Guneri, Aydin and Skovholt (2003) did a study on university students in Turkey and found that students’ academic related needs ranked as follows:
Managing time (60%),
Identifying and planning goals for life and concentrating on studies (53%),
Getting a job after school (50%),
Getting better grades (46%) and
Completing assignments on time (45%).
In a study conducted in Spain (Arco, Fernandez, Heilborn & Lopez, 2005), it was reported that the profile of university students, revealed that students rated academic needs such as getting easily distracted, need to improve their study skills, problem of time management and problem of test taking anxiety as the areas desiring significant attention. Despite the context and location of study, the foregoing research findings seem to show a lot of concurrence on the general academic areas in which students need assistance. Academic advising programmes in Kenyan colleges and universities can benefit from these findings in planning for academic mentorship and prioritizing the areas to be addressed.
According to available literature, mentoring is a very positive experience (Clutterbuck, 2004; Long, 1997; Hansford, Tennent, & Ehrich, 2003). To discover the outcomes of mentoring, Hansford et al., analysed and coded 159 pieces of research on mentoring in schools and universities to determine the benefits and the shortcomings for the mentee, mentor and the organisation.
Hansford et al. (2003) found that benefits for mentees included psycho-social supportive outcomes such as support, encouragement, friendship, role modelling and increased confidence. For teachers, they included the development of teaching strategies and subject knowledge, as well as the opportunity to learn and develop through discussion and sharing ideas, reflection on their practice, and feedback and constructive criticism. Mentoring benefited mentees by having their careers affirmed and enabling them to be committed to their academic work and profession.
The availability of caring mentors is important for the retention (Walker & Taub, 2001) and success of college students who do not have role models at home. Research on mentoring indicates that it has a positive impact on the personal and professional development of young adults (Levinson, 1978). Research shows that students highly value academic advisors who are perceived to be accessible, approachable, and helpful in providing guidance that connects their present academic experience with their future life plans (Gordon, Habley, & Associates, 2000; Frost, 1991).
The most frequently cited benefits for the mentors included collegiality, collaboration and networking, cross-fertilisation of ideas and the opportunity to exchange ideas. Other outcomes according to Hansford et al. (2003) related to providing opportunities for reflection on mentors’ practice, professional development, improvement in interpersonal skills and teaching practice, personal satisfaction, and enjoyment and challenge in their work.
The most frequently cited outcome regarding benefits for the organisation was improved grades, good peer relationships, less work for staff because mentees provide help; increased retention of staff; and better communication between parties. Organisationally, mentoring can also increase retention of students and their psycho-social functions in a learning institution (Harvard Business Essentials, 2004 p. 86).
A number of studies have indicated that the quality of academic advising can directly affect a student’s chances of graduating (Backhus, 1989; Pascarella & Terenzini, 2005). Steingass and Sykes (2008) reported a positive relationship between effective academic mentorship and student retention, especially for first-year college students. Students who receive quality professional academic advising tend to have better retention and graduation rates (Pascarella & Terenzini, 2005; Steingass & Sykes, 2008).
A study by Pargett (2011) reported a positive relationship between academic advising and student development and student satisfaction with college life. Students who are satisfied with college life are likely to be adjusted and focused as a result of which they may do well in their studies.
This was anchored on Daloz’s (2012) theoretical model which is more recent and was assumed to appropriate to the current study. Daloz’s (2012) model was developed within the context of mentoring in community college environment. The model demonstrates that optimal learning in a mentoring relationship (between a lecturer learners) occurs when two key constructs are said to be apparent. These constructs are challenge and support, as in the diagram below.
Table 1. The developmental model of mentoring
|
High challenge |
High challenge + low support = retreat |
High challenge + high support = growth |
|
Low challenge |
Low challenge + low support = stasis |
Low challenge + high support = confirmation |
|
Low support |
High support |
Adapted from Daloz, L. (2012). Mentor: Guiding the journey of adult learners. Wiley: New York, p. 208.
Daloz (2012) argues that there are four possible ways of understanding learning outcomes for a learner (or mentee), and these relate to the key functions performed by the mentor: challenge and Support.
By challenge, Daloz (2012) referred to stretching the mentee – questioning, providing thoughtful questions that have the effect of encouraging the mentee to question his/her values, beliefs and behaviours.
By support, Daloz (2012) referred to psycho-social support such as listening, encouraging, being a sounding board and being there for the mentee.
Daloz (2012) claims that when: a mentor provides low support and low challenge for his/her mentee, then little learning is likely to occur from that relationship (he refers to this as stasis, since not much change occurs) support is low, but challenge is high, the learner is likely to retreat from development
Support is high, but challenge is low, the potential for growth increases, but the learner may not engage productively with the environment, and therefore he/she may not move beyond his/her present situation. Daloz refers to this as confirmation.
Dolaz argues that high challenge and high support is the combination where development is likely to occur to the greatest extent. He coined this as growth.
At the moment there is no well-structured mentorship programmes in most of the Kenyan universities including Machakos. Student mentorship is offered informally by various university organs including the offices of the dean of students, deans of schools, departments, counselling, among others. These organs concentrate on general mentorship that may not be specially focused on academic matters. Hence the need to have a well-structured student mentorship focusing on raising learning outcomes which is the ultimate reason why students enrol for studies in various programmes in university. Most of the other services available to the students are instrumental in ensuring that they realize their sore purpose of being in the university.
The main purpose of this survey was to establish the need and priority areas of academic mentorship in Machakos University.
The survey was guided by the following objectives:
To assess students’ perceptions on academic mentorship
To determine areas in need of academic mentorship
Determine the priority areas of academic mentorship among students
To establish students’ rating on personal attributes/skills
Methodology
Research Design
The survey employed the descriptive research design in which a sample of 187 randomly selected sample of students from the school of Education. A questionnaire seeking information about respondent’s background and demographic characteristics, areas of focus in mentorship, need for academic mentorship and rating on academic related competences/skills was administered.
The responses of the students were analysed descriptively to determine the status of academic advising in the university and the need for a more formal academic mentorship programme.
Data Analysis Procedures
The filled questionnaires were coded and scored. Descriptive statistics including means and percentages were applied to determine students’ level of need for academic mentorship. The was hoped that in addition to providing other useful information for this study, the questionnaires will provide information to determine the appropriateness of Daloz’s model of academic mentorship which is anchored on the assumption that learners who are highly challenged and given high support will register improvement in academic growth and learning outcomes. The opposite is true that leaners who feel unchallenged and are not adequately supported will tend to retreat or maintain a status quo (Daloz, 2012).
The findings were used to determine and inform the suitability of the proposed model whose main emphasis is to offer significant challenge to the low achieving students while at the same time giving them the support they need to improve their academic performance. The survey was aimed at determining areas which provide a challenge to students.
Research Findings and Discussion
Data collected from students and lecturers was analysed and the findings were discussed in relation to the objectives of the survey. The data that was collected and analysed was mainly on respondents’ background information, perceptions on academic mentorship, priority areas in academic advising, need for academic mentorship and rating on personal attributes/skills.
The study involved a total of 187 respondents, 88 female and 99 male first (154), second (7) and fourth (26) year students. A big proportion (80%) of the students involved in the survey were not aware on whether they had been assigned to a mentor or not. The few (20%) who had experienced mentorship were second and fourth year students who at one time in their stay in the university had been formally assigned to a mentor and at least were aware of it. According to about 20% of the respondents surveyed, students should be the ones to initiate the academic mentorship process while 19% felt that it should the academic mentor himself. Twenty five percentage (25%) felt that the dean of school should be the one to trigger the mentorship process as compared to 27% who felt that the dean of students should initiate the mentorship process. This means that the responsibility of the academic mentor should be seen as a shared responsibility between various stakeholders for the process to be active and productive.
According to 33% of the respondents, lecturers do not have time to engage in student mentorship. On the other hand, twenty five (26%) of the respondents indicated that lecturers have time to get involved in student mentorship. The rest (41%) were not sure on whether or not lecturers have adequate time to mentor students.
Interesting, a majority (78%) of the students were of the opinion that they should be given an opportunity to choose their academic mentors. As much as this may be possible, it may be difficult to implement because some lecturers may be overwhelmed by the number of students who may prefer them to be their mentors whereas others who may be less popular. A smaller percentage (7%) felt that students need not be given the opportunity to choose their academic mentors. The remaining 13% were non-comital on whether students should be given the opportunity to choose their mentors or not.
Students’ Perceptions on Academic Mentorship
The first objective of the survey sought to assess students’ perceptions on academic mentorship. The data was analysed and the findings are presented in table 2.
Generally, the students who responded to the questionnaire on perceptions on academic mentorship have a fairly positive (mean 3.62, n=187) perception towards academic mentorship. This implies that given an opportunity they would embrace it. Schools and departments should take advantage of the positive perception to operationalize and institutionalize academic mentorship. This will hopefully reduce the number low achieving students.
Table 2. Students’ perceptions on academic mentorship
Key: SA = Strongly Agree, A = Agree, U = Uncertain, D = Disagree, SD = Strongly Disagree
|
SNo |
Statement |
Rating/percentage |
Mean |
||
|
A |
U |
D |
|||
|
1 |
Academic mentorship is for students who fail in their academics |
35(18%) |
4(2%) |
148(79%) |
1.99 |
|
2 |
Academic mentorship is an important component of University life |
172(92%) |
12(6%) |
11(6%) |
4.48 |
|
3 |
Many students are in need of academic mentorship |
152(81%) |
20(11%) |
14(7%) |
4.24 |
|
4 |
It is not right for the administration to impose academic mentorship on students |
41(22%) |
23(12%) |
123(81%) |
3.75 |
|
5 |
Academic mentorship can reduce the number of students who fail |
161(86%) |
9(5%) |
16(9%) |
4.18 |
|
6 |
A formal academic mentorship activity can help to reduce the number of students who fail every year |
150(80%) |
21(13%) |
13(7%) |
4.12 |
|
7 |
Academic mentorship can help me to develop a successful academic plan |
169(90%) |
13(7%) |
5(3%) |
4.45 |
|
8 |
I understand what academic mentorship is all about |
92(49%) |
48(26%) |
47(25%) |
3.37 |
|
9 |
My academic performance could improve if I consulted an academic mentor |
158(84%) |
19(10%) |
10(5%) |
4.24 |
|
10 |
My academic performance could improve if I consulted my subject lecturers |
151(81%) |
22(12%) |
14(7%) |
4.12 |
|
11 |
Before and during the examination period, students need to consult their academic mentors |
143(76%) |
201(11%) |
24(13%) |
3.93 |
|
12 |
During the examination period students need to consult their lecturers |
113(60%) |
30(16%) |
44(23%) |
3.55 |
|
13 |
I feel confident whenever I sit for my examinations |
109(58%) |
38(20%) |
39(21%) |
3.55 |
|
14 |
Academic mentorship is a waste of time |
31(17%) |
21(11%) |
134(72%) |
3.98 |
|
15 |
Academic mentors should be available for consultation |
152(81%) |
16(9%) |
19(10%) |
4.07 |
|
16 |
Academic mentors should communicate consultation hours to their students |
158(84%) |
18(10%) |
11(12%) |
4.2 |
|
17 |
Academic mentorship should be made compulsory for all students |
89(48%) |
30(16%) |
68(36%) |
3.25 |
|
18 |
Academic mentorship should be made compulsory for only the students who fail |
51(27%) |
18(10%) |
118(63%) |
2.41 |
|
19 |
Academic mentorship can be enhanced by the use technology (e.g., sharing of information through social groups and students portal) |
141(75%) |
15(8%) |
30(16%) |
3.97 |
Seventy nine percent (79%) of the respondents felt that academic mentorship should target all the students and not just the low achievers. A big percentage (92%) of the students were of the opinion that academic mentorship is an important component of university life. According to 81% of the respondents, many university students are in need of academic mentorship. This implies that mentorship should be an important aspect for all students. Equally, a reasonable percentage (86%) of the students were in agreement that academic mentorship can reduce the number of students who fail. This means that if academic mentorship is strongly embraced the number of students who sit for supplementary examinations every year can reduce significantly.
Ninety percent (90%) of the students agreed that academic mentorship can help them to develop a successful academic plan. This implies that there is much that students may not know about their programmes that can be clarified through academic mentorship.
Students expressed need to be in consultation with academic mentors during (76%) the examination period and as they sit (58%) for the examinations. They need to be reminded about revision strategies, examination taking skills and regulations governing the examination process. On the same note, three quarters (75%) of the students were of the opinion that academic mentorship can be enhanced by the use technology. For example, sharing of information through social groups and students portal. At this age of technology, this is important since one academic mentor can be able to reach as many students as possible.
A high percentage (81%) of the respondents felt that academic mentors should be available for mentorship and also communicate the hours/time (84%) when they are available for consultation.
Seventy two (72%) of the respondents felt that academic mentorship is not a waste of time as compared to 17% who thought that it is a waste of time and 11 % who were undecided. Forty eight (48%) were of the feeling that academic mentorship should be made compulsory for all students while 36% and 16% were of the contrary opinion and undecided respectively. In general it was concluded that students have a positive perception on academic mentorship.
General Priority Areas in Academic Mentorship
The second objective of the survey sought to determine priority areas that academic mentors need to focus on as they offer academic advising to students. The data was analysed and the findings are presented in table 3.
Table 3. Areas of Priority in Academic Mentorship (N=187)
|
SNo |
Area of focus |
Frequency |
Percentage |
|
|
First year orientation |
137 |
73.26% |
|
|
Unit registration |
77 |
41.17% |
|
|
General guidance and counselling sessions |
132 |
70.58% |
|
|
Mentorship during lecture time |
59 |
31.55% |
|
|
Counselling students who fail |
109 |
58.28% |
|
|
Counselling students whose academic performance drop |
113 |
60.48% |
|
|
Counselling students who want to improve their academic performance |
107 |
57.21% |
|
Advising students when they want to defer a course |
99 |
52.94% |
|
|
Talking to students when they are not sure about University regulations and policies |
58 |
31.01% |
|
|
Career development after college |
118 |
63.10% |
|
|
Further studies after the first degree |
109 |
58.28% |
Sixty percent (60%) of the students involved in the study felt that academic advising should be focused on students whose academic performance drop. Seventy three (73%) were of the opinion that mentorship should put more emphasis on student orientation when students report on campus for the first time. This implies that majority of students see orientation as an appropriate time during which a great deal of information concerning their studies can be conveyed band clarified. New students are yet to learn college culture and may be more receptive to information concerning their academic life. As much as first year orientation is focused on general university life, it is a time when a lot of emphasis need to be put on academic related issues.
Sixty three percent (63%) expressed the need for guidance on career development after college. Fifty eight (58%) wanted academic mentorship to be focused on guidance on further studies after the first degree. Two other areas that were ranked relatively highly are improvement on academic performance (57%) and deferment (52%). There has been cases of students who just disappear out of college when they are unable to pay fees or overwhelmed by other problems without proper deferment. Although not all the areas were highly ranked, the information in table 3 can assist academic mentors to decide on what to give priority.
Need for Academic Mentorship
The third objective of the survey sought to determine the need for academic mentorship among students in a number of areas. The data was analysed and the findings are presented in table 4.
Table 4. Students’ perception on competences that need upgrading through mentorship
|
SNo |
Statement |
HN |
MN |
LN |
NN |
Mean |
|
Freq(%) |
Freq(%) |
Freq(%) |
Freq(%) |
|
||
|
Academic mentorship |
139(74%) |
35(18%) |
8(4%) |
4(2%) |
3.66 |
|
|
Writing skills |
43(22%) |
69(36%) |
42(22%) |
32(17%) |
2.66 |
|
|
Oral expression |
56(30%) |
84(44%) |
31(16%) |
16(16%) |
2.96 |
|
|
Communication skills |
83(44%) |
66(35%) |
21(11%) |
17(10%) |
3.15 |
|
|
Study habits |
94(50%) |
53(28%) |
24(13%) |
15(8%) |
3.22 |
|
|
Note taking |
67(36%) |
63(34%) |
30(16%) |
26(14%) |
2.92 |
|
|
Examination preparation |
103(55%) |
61(33%) |
15(8%) |
8(4%) |
3.39 |
|
|
Test-taking skills |
90(48%) |
60(32%) |
25(13%) |
12(6%) |
3.22 |
|
|
Time management |
88(47%) |
60(32%) |
23(12%) |
16(9%) |
3.18 |
|
|
Financial management |
94(50%) |
54(29%) |
26(14%) |
13(7%) |
3.22 |
|
|
Developing a good study schedule |
102(55%) |
44(23%) |
29(15%) |
12(6%) |
3.26 |
|
|
Answering examination questions |
90(48%) |
62(33%) |
19(10%) |
16(9%) |
3.21 |
|
|
Organizational skills |
79(42%) |
62(33%) |
35(19%) |
11(6%) |
3.12 |
|
|
Awareness of university rules and regulations |
60(32%) |
75(40%) |
31(17%) |
21(11%) |
2.92 |
|
|
Maintaining high grades |
101(52%) |
48(26%) |
20(11%) |
10(5%) |
3.28 |
|
|
Managing academic workload |
97(52%) |
58(31%) |
20(11%) |
10(5%) |
3.29 |
|
|
Setting academic goals |
100(52%) |
58(31%) |
19(10%) |
10(5%) |
3.33 |
|
|
Knowledge of programme requirements |
70(37%) |
79(42%) |
25(13%) |
13(7%) |
3.1 |
|
|
Setting career goals |
98(52%) |
61(33%) |
18(10%) |
10(5%) |
3.32 |
|
|
Social relationships |
61(32%) |
68(34%) |
32(17%) |
31(17%) |
3.82 |
The percentage of respondents who felt that there is a high and moderate need for academic mentorship was 74% and 18% respectively. Few students felt that there is low (4%) or no need (2%) for academic mentorship. The mean score of 3.66 on the area on general Academic mentorship shows that students feel that there is need for advising by mentors. This implies that there is need to institutionalize and operationalize the academic mentorship programme.
Most of the areas in which the researchers sought to find out whether students see them as of high priority were confirmed to be so from the average scores that ranged above the mean (between 2.66 and 3.82). The possible range of average scores on the various items was between 1 and 4. The respondents scored above average in all the 20 items. The findings in table 4 can serve as guide on areas that academic mentors can concentrate on.
Students’ Rating on Personal Attributes/Skills
The fourth objective tried to establish students’ rating on personal attributes/skills. These are competences that students need to possess to be able to excel in their studies. Data from the respondents was analysed and the findings are presented in table 5. Table 5. Students’ Rating on Personal Attributes/Skills (N=103)
Key: 1 = Low, 2 = Average, 3 = Good, 4 = Very good
|
SNo |
Statement |
Rating/percentage |
Average |
|||
|
L |
A |
G |
VG |
|
||
|
1 |
2 |
3 |
4 |
|||
|
The expectations you have for yourself and your future |
17(9%) |
20(11%) |
41(22%) |
107(58%) |
3.29 |
|
|
Academic performance |
14(8%) |
45(24%) |
76(41%) |
50(27%) |
2.88 |
|
|
Articulation of ideas |
13(7%) |
47(25%) |
84(45%) |
39(21%) |
2.8 |
|
|
Ability to revise for examinations |
16(9%) |
29(26%) |
76(41%) |
44(24%) |
2.8 |
|
|
Preparation for examination |
27(14%) |
44(24%) |
78(42%) |
39(19%) |
2.66 |
|
|
Ability to pass examinations |
17(19%) |
47(25%) |
77(41%) |
44(24%) |
2.8 |
|
|
Answering examination questions |
15(8%) |
35(19%) |
81(44%) |
54(29%) |
2.94 |
|
|
Self-discipline |
12(6%) |
25(14%) |
64(35%) |
84(45%) |
3.19 |
|
|
Setting future goals |
10(5%) |
26(14%) |
75(41%) |
74(40%) |
3.15 |
|
|
Self-motivation |
12(6%) |
32(17%) |
70(38%) |
71(38%) |
3.08 |
|
|
Ability to solve problems alone |
32(17%) |
54(29%) |
57(31%) |
42(23%) |
2.59 |
|
|
Working in groups |
25(14%) |
57(31%) |
53(28%) |
50(27%) |
2.69 |
|
|
Organizational skills |
19(10%) |
66(56%) |
58(31%) |
42(23%) |
2.66 |
|
|
Time management skills |
25(14%) |
60(32%) |
64(35%) |
36(19%) |
2.6 |
|
|
Knowledge of requirements for employment |
27(15%) |
60(32%) |
65(35%) |
33(18%) |
2.56 |
|
|
Awareness of the benefits of academic mentorship |
31(17%) |
52(88%) |
52(28%) |
50(27%) |
2.65 |
|
|
Understanding of university rules and regulations |
21(11%) |
47(25%) |
54(29%) |
63(34%) |
2.56 |
|
|
Awareness of referral services such as counselling and medical services |
24(13%) |
52(28%) |
72(39%) |
37(20%) |
2.86 |
|
|
Setting career and life goals |
21(11%) |
57(23%) |
64(35%) |
43(23%) |
2.66 |
|
|
Awareness about available educational recourses |
35(19%) |
48(26%) |
56(30%) |
46(25%) |
2.7 |
|
|
Decision making skills |
20(11%) |
41(22%) |
76(41%) |
48(26%) |
2.61 |
|
|
Understanding of programme requirements |
27(15%) |
56(30%) |
52(28%) |
50(27%) |
2.82 |
|
|
Making notes in class |
27(15%) |
38(21%) |
70(38%) |
50(27%) |
2.68 |
|
|
Time management |
28(15%) |
43(23%) |
62(33%) |
52(28%) |
2.75 |
|
|
Handling academic workload |
18(10%) |
59(32%) |
61(33%) |
47(25%) |
2.74 |
|
|
Setting academic goals |
21(11%) |
47(25%) |
73(39%) |
44(24%) |
2.76 |
|
|
Test-taking skills |
23(12%) |
61(33%) |
66(36%) |
35(19%) |
2.71 |
|
|
Oral expression |
24(13%) |
51(28%) |
68(37%) |
42(23%) |
2.69 |
|
|
Study habits |
16(9%) |
49(26%) |
79(43%) |
41(22%) |
2.78 |
|
|
Developing a good study schedule |
21(11%) |
58(31%) |
67(36%) |
39(21%) |
2.67 |
|
|
Following my study schedule |
28(15%) |
55(30%) |
57(31%) |
45(24%) |
2.64 |
|
Despite the high rating on the need for academic advising in various competences (Table 4), the respondents rated themselves slightly above average (mean 2.78) on the personal attributes measured. The mean rating was between 2.56 and 3.29. They rated themselves as being good (above the mean of 3.00) in only 4 areas, as follows:
Future expectations (3.29)
Self-discipline (3.19)
Setting future goals (3.15)
Self-motivation (3.08)
The respondents rated themselves average (between 2.56 and 2.94) in 27 out of the 31 statements that were meant to elicit responses on how they saw their academic related competences. This was the scenario with a possible mean score of between 1.00 (lowest) and 4.00 (highest). This implies that they felt that there is need to improve and perfect competences related to academic excellence including, organizational skills (2.66), time management skills (2.6), understanding of university rules and regulations (2.56), setting career and life goals (2.76), making notes in class (2.68), test-taking skills (2.71), developing a good study schedule (2.67) among other key competences. This can be possible through a well-coordinated institutionalized academic mentorship programme.
Student academic mentorship need to strongly focus on advising students on how they can improve competences in the areas in table 5. These findings are important in that they can be used to inform the preparation and induction of academic mentors as well as the areas to focus on in Machakos University where the main study was to be conducted and other institutions of higher learning.
Conclusion
Following the findings it was concluded that:
Students have a positive attitude towards academic mentorship. It can therefore be concluded that given an opportunity, many students would be willing the embrace the academic mentorship programme.
Active academic mentorship can go a long way in supplementing the efforts made by chairmen of departments and deans of schools in ensuring that students are up to date with all the information they require to excel academically.
Academic mentorship should take advantage of students’ feelings of inadequacy in certain competency areas that are necessary for academic excellence.
Recommendations
Based on the findings of the survey, the following recommendations were made:
Schools and departments should take advantage of the positive perception to operationalize and institutionalize academic mentorship.
There is need to encourage students to be consulting widely with their chairmen of departments, deans and academic mentors instead of fellow students who are less knowledgeable on academic matters.
Academic mentorship should be focused on areas that students expressed need for academic advising.
References
Aluede, O., Imhonde, H. & Eguavoen, H. (2006) Academic, career and personal needs of Nigerian university students. Journal of Instructional Psychology. Retrieved July 18, 2018 from http://findarticles.com/p/articles/mi_m0FCG /is_1_33/ai_n16118903/
Bertocci, D., Hirsch, E., Sommer, W. & Williams, A. (1992) “Student mental health needs: Survey results and implications for service,” Journal of the American College Health Association, Vol.40, No.1, pp. 3-10
Guneri, O.Y., Aydin, G., & Skovholt, T. (2003) “Counselling needs of students and evaluation of counseling services at a large urban university in Turkey” International Journal for the Advancement of Counselling, Vol.25, No.1, pp.53-63.
Clutterbuck, D. (2004). Everyone needs a mentor: Fostering talent in your organisation (4th Ed.).
Chartered Institute of Personnel and Development: London.
Cohen, N. (1999). The mentee’s guide to mentoring. HRD Press: Canada.
Daloz, L. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning experiences. Jossey Bass: San Francisco.
Daloz, L. A. (2012). Mentor: Guiding the journey of adult learners. Wiley: New York.
Hansford, B. C., Tennent, L. & Ehrich, L. C. (2003). Educational mentoring: Is it worth the effort? Education Research and Perspectives, 39(1), pp. 42–75. http://eprints.qut.edu. au/archive/00002259/)
Harvard Business Essentials. (2004). Coaching and mentoring. Harvard Business School Press:Boston.
Johnson, W. B. & Huwe, J. (2003). Getting mentored in graduate school. American Psychological Association: Washingaton, DC.
Gallagher, R. P. (1992) “Student needs survey have multiple benefits” Journal of College Student Development, Vol.33, pp.281-282
Gallagher, R. P., Golin, A., & Kelleher, K. (1992) “The personal, career and learning needs of college students” Journal of College Student Development, Vol.33, pp. 301-309.
Download Academic Advising Needs of University Students: The Case of Machakos University