Exploring Undergraduate Students’ Experiences with Academic Advising: Personal Connection and Effectiveness in Academic Planning at a Vietnamese University
Keywords:
digital platforms; academic advising; personal connection; effectivenessAbstract
Academic advising plays an important role in student success. However, its effectiveness depends on both relational and functional dimensions. This convergent mixed-methods study was conducted at a public university in Vietnam to explore student experiences with academic advising through a convergent parallel design combining survey data (N = 213) and interviews (N = 8). Integration of quantitative and qualitative findings occurred at the interpretation stage, where questionnaire results were compared with interview themes to provide an understanding of students’ experiences with academic advising. The quantitative findings revealed that the students strongly preferred face-to-face advising for building personal connection and rapport, while digital platforms were considered functional but less personal. Similarly, the students perceived digital advising as effective for tasks such as course selection and degree requirement clarification but favoured in-person sessions for academic planning and goal setting. The qualitative insights highlighted the importance of advisor empathy, interactive dialogue, and structured planning. This study emphasises the need for blended advising models that integrate digital convenience with relational depth. Recommendations included advisor training in interpersonal skills, culturally responsive communication, and an institutional investment in technology-supported advising systems. These findings contribute to the literature on advising practices in Southeast Asian higher education and offer strategies for enhancing student satisfaction and academic success.
https://doi.org/10.26803/ijlter.25.6.6
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