Student satisfaction with advising systems in higher education: an empirical study in Muscat

Khalfan Al-Asmi, 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 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.


academic advising; learning outcomes; pedagogy; orientation; feelgood factor

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