San Jose State Advising Research Project

SAN JOSE RESEARCH
REPORT | 2017
for The Institutional Effectiveness and Analytics (IEA)
Ashley Broom, Kelli Tran, Rachel Hennessy, Alexandra Krog

TABLE OF
CONTENTS
BACKGROUND………………………………………………………3
Introduction......................................................................................................................... 3
Background Story ............................................................................................................... 3
PURPOSE OF STUDY………………………………………………5
What is the Issue? ............................................................................................................... 5
Research Goal..................................................................................................................... 7
SECONDARY RESEARCH…………………………………………8
Audience Analysis .............................................................................................................. 8
Situational Anaylsis ............................................................................................................ 8
Organizational Anaylsis.................................................................................................... 10
SWOT Anaylsis ................................................................................................................ 11
FOCUS GROUP..….………………………………………………14
Introduction....................................................................................................................... 14
Methodolgy....................................................................................................................... 14
Findings ............................................................................................................................ 15

MEDIA MONITORING……....………………………………….19
Methology......................................................................................................................... 19
Findings ............................................................................................................................ 20
SOLUTIONS…………………....………………………………….23
Focus Group Conclusion................................................................................................... 23
Recommendations............................................................................................................. 24
BIBLIOGRAPHY……..……....………………………………….26
APPENDIX……………..……....……………………APPENDIX A
NSEE Survey .....................................................................................................Appendix A
Secondary Research...........................................................................................Appendix B
Media Monitoring..............................................................................................Appendix C
Focus Group.......................................................................................................Appendix D

BACKGROUND
INTRODUCTION
Student advising is a major key to the success of a student graduating
on time at any university. Every school has a unique setup for student
engagement and advisory. San Jose State University is one of the 23
schools in the California State University systems that tends to have a
high enrollment rate this year of “over 9,000 students” (Harris).
BACKGROUND STORY
Though SJSU had a had a high enrollment rate, over the years the
Institutional Effectiveness and Analytics team realized an achievement
gap between student enrollment and students graduating. Therefore,
in spring 2017 San Jose State’s NSSE, a national survey on student
engagement, was conducted to see how SJSU students felt about
academic advising and school interaction (Appendix A). The team
collected data from freshmen and seniors for years 2014 and 2017,
providing a result report with over 4,000 students participating during
Spring 20172
and a “little over 2,500 students in 2014”1
. The surveys
included questions such as how they felt about the academic advising
on campus with (1) being ‘Poor’ and (5) being Excellent. After
gathering all the information, comparing and contrasting, the NSSE
(National Survey on Student Engagement) identified a slight decrease
in the excellence in academic advising. In 2014 the excellence rate for
3

advising was 20 percent while the poor ratings were six percent. In
2017 the excellence rate went down to 17 percent while the poor rate
increased to seven percent. Overall, with these results the message
displays there has not been improvement for academic advising at
SJSU in three years.
Having a strong academic advising program is imperative to have for
universities, it allows students the academic achievement roadmap to
a successful 4-year-rate graduation path. However, with the lack of
improvement within the three years, this research report will provide
background and secondary research, the purpose of the study, the
focus group analysis, media monitoring, and conclusions as to why the
decrease in academic advising, while proposing recommendation for
improvement.
4

PURPOSE OF STUDY
After looking over the NSSE survey, our team decided to narrow our
research by only looking at the following departments: Engineering,
College of Applied Sciences and Arts (CASA), and Business. We chose
the following because they were the top three departments with the
highest percentage decrease for excellence from 2014 to 2017 in
student advising. Engineering decreased by 3 percent while CASA and
Business decreased by 8 percent.
Therefore, we formed the following questions and research goal to
guide our research project.
WHAT’S THE ISSUE
There are several things that we are trying to figure out through our
research. The majority of our research is centered on student
experiences with academic advising. We want to figure out why the
data was so low on experiences with advising. Why aren’t more people
participating in these types of surveys? When people do complete
these surveys, why is the feedback about advising so negative? Why
does the satisfaction rate vary amongst different departments? Why
do people feel they are not getting the most out of the advising at San
Jose State University?
It is clear that the advising at San Jose State is not satisfactory
amongst the SJSU student community. But we want to know why.
5

From the surveys that have been previously taken, we know that
students are struggling with the advising San Jose State has to offer.
We plan to answer all these questions. Through our research within all
of the departments as well as future research with students, we will be
collecting both quantitative and qualitative data to answer the above
questions.
We are ultimately trying to answer the underlying issue of why
students are not satisfied with advising. Through our research, we
plan to answer this question in order to better figure out the problem
behind academic advising. We strongly believe that our research will
be the first steps in improving this advising situation.
Once we narrowed in on our research we developed the following
questions. The questions were divided in two categories 1) general 2)
specific. Here’s a chart that displayed how we separated the questions.
6

Research Goal
After hearing the clients’ pitch, to forming questions, now to form the claims as to what
the purpose of this study is for. Here are the following research goals for this study:
- To find the common issues students are having with their academic advising in
the following colleges: CASA, Engineering, and Business
- To make recommendations of ideas to increase student engagement
- To see what is being said about San Jose in general and academic advising
7

SECONDARY
RESEARCH
AUDIENCE ANALYSIS
The fall 2016 student profile stated that there were 32,157 students
enrolled at San Jose State (Institutional Effectiveness and Analytics).
Out of the 32,000 students 26,663 students were considered full-time
students that took minimum of 12 units that semester (Institutional
Effectiveness and Analytics). For the purpose of this research we are
looking at San Jose States Undergraduate program. Only 59% of these
students enrolled in Fall 2016 were part of the undergraduate
program. The top three majors declared in Fall 2016 were design
studies, psychology, and kinesiology. Of course, it is important to note
that not all of these students stick with their declared majors so these
statistics are often changing. This information is crucial to our research
because it gives us an idea of which colleges are the most declared
amongst the students at San Jose State.
SITUATIONAL ANALYSIS
The current advising program at San Jose State varies between the
colleges. Each individual college has its own way of booking advising
8

appointments, requirements needed before graduation, and advising
resources. Therefore, each advising experience is different for each
student. There are currently eight colleges at San Jose State and 67
departments (San Jose State Website). This does not include
additional advising services that are part of other programs, such as
The Educational Opportunity Program (EOP), that includes additional
advising services for students in that program (Academic Coaching for
Educational Success). Each student has a different experience with
advising at San Jose State; therefore, it is important to collect
research from a variety of students from the different colleges and
programs offered at San Jose State to identify the issues with advising
at San Jose State.
In addition, many advisors tell their students to go online and look at
some of the advising programs it has to assist them. However, many
of the links that are directed to those tools are linked to false sites,
which results in dead-end pages and students not getting the help that
they need.
There also was a recent top story that developed a case over graduate
students possibly not being able to graduate due to advisors giving
students inaccurate information. It seems to be staff are not on the
same page, there’s miscommunication and even sometimes hard to
reach. (Appendix B)
9

ORGANIZATIONAL ANALYSIS
For every student, they are suggested to meet with two different
advisors throughout their college career in order to graduate and meet
the requirements in a timely manner. San Jose State first recommends
that students meet with a general education advisor in their first and
second semester at San Jose State. The general education advisor
guides students to meet all of their lower division requirements. It is
also recommended that students begin meeting with their advisors
from their college after their first year at San Jose State (Academic
Coaching for Educational Success). However, this is such
recommended. San Jose does not require mandatory advising across
all departments until students apply for graduation or they are
requesting to switch majors.
Because it is not a requirement for most students until they need to
apply for graduation, students often fall short of their units or
requirements until they are about to graduate. The resources for
advising and requirements are posted online but the official advising
website has many broken links that do not lead anywhere or the
resources do not stay up to date with new changes in graduation
requirements. Booking advising appointments varies between colleges.
Some colleges offer advising appointments to be booked online and
others require students to go to their advisor’s office. However, many
colleges at San Jose State offer guided roadmaps for students to follow
if they cannot meet with their advisor as needed throughout their
college career. There are many potential ways that advising can be a
10

positive experience at San Jose State, but it would require their
website to stay up to date and constant communication between
advisors and students.
SWOT ANALYSIS
After analyzing the results from the National Survey of Student
Engagement, San Jose State University has realized taking measures
to improve the student and advising relationship is crucial.
(Institutional Research) Within the past few years SJSU had agreed to
improve student life by launching the Four Pillars plan. (Pillar Two:
Advising Background) With realization of their weaknesses, SJSU has
worked on strengthening the advising environment by increasing the
number of advisors available to students and providing online advising
tools. (Feinstein) Another strength among the academic advising is
their desire to spread more awareness by being more active on social
media with the #FinishinFour campaign. (Feinstein)
Though many strengths are apparent, weaknesses have been the
primary concern for the academic advising department. By studying
focus groups at SJSU many weaknesses were presented that paralleled
with the NSSE results. (Pillar Two: Advising Background) Of the study,
researchers discovered long wait times for appointments, inconsistent
training among advisors, challenges understanding how or what
resources to utilize, and inefficient amount of advising tools are just a
few problems that were reported. (Pillar Two: Advising Background)
11

The amount of advisors available to students have been a major
drawback within the campus. Before the Four Pillars plan was
launched, the ratio of advisors to students was at a low 1: 1,848 while
the standard was at 1:300. (Pillar Two: Advising Background)
There are many opportunities to improve the student engagement
among advisors and students. $2 million has been issued for strategies
that would positively impact student experiences on campus by
“supporting college readiness, advising and student engagement at
San Jose State.” (Feinstein) The Four Pillars plan has been an ongoing
strategy and everlasting opportunity towards changing the student
advising engagement. (Feinstein) Also, with SJSU having a fairly new
Student Union with vacant facilities within the building, this could
potentially be a great opportunity to move the general academic
advising office to a more accessible location for the students instead of
having to walk off campus.
All in all, there is still a threat that could stall or defeat the school’s
efforts on changing the environment on campus within advisors and
students. It has been an obvious pattern that students are not
graduating on time which has been constantly related to academic
advising at SJSU. (Murphy) Students “don’t know until it’s too late,”
the sufficient amount of workload to graduate on time. (Murphy)
Surprising statistics expose that 1500 students have been categorized
senior status for at least three years. (Krieger) and 1 in 10 students
will actually graduate on time. (Murphy) So the biggest threat the
12

department will continue to see is the accountability of the students
coming into advising and making use of their resources provided.
13

FOCUS GROUP
INTRODUCTION
San Jose State University has faced the challenge of negative
and poor reviews from students receiving advising on campus. This
challenge has moved the focus group discussion topic to be based on
figuring out what the root causes and issues are that connect with why
students are feeling this way. Not only will the topic allow researchers
to understand the whys but the needs from students to help improve
the student advising on campus. The main topic to understand the
challenge and to help improve the system is what are the important
factors students seek and desire for a positive and better advising
experience at SJSU. The subtopics the discussion focused on were the
students’ knowledge and resources about advising, location,
accountability from the school and technology.
METHODOLOGY
Since the focus group required students from one of the most
abundant three colleges on campus, Engineering, Business and CASA,
it was not difficult to recruit students that had at least one experience
with an advisor in one of those colleges. Students were recruited by
asking for volunteers through Facebook group pages and each student
in the group asked peers individually if they could spare some time for
a group discussion about their experience with advising. The
14

demographics of the group were half female and the other half male.
Two students were chosen from each of the three colleges to study.
The age range of the students were 20 to 23. This is because the
students included current SJSU students and alumni. The focus groups
were done within a week. The groups were split in half by two and held
on two different days.
FINDINGS
When analyzing the focus group discussions, students’ answers
revealed differences and similarities involving their experiences with
advising. Many of the questions that were probed to the students
resulted in a few positive statements, but the majority of the
responses were negative.
The first positive response was from Engineering Student #1 when
expressing his gratitude for the hold on every student each semester
in the Engineering department. He said he appreciates the
accountability for engineering students that they are required to meet
with an advisor once a semester. Engineering Student #2 had a similar
response and expressed how the consequence of a hold on the account
is a great incentive to make sure they are on the right track towards
graduation. Students that were not in engineering and said they did
not get holds on their accounts all agreed and expressed that they
wished there was more accountability from their department advisors.
Business Student #1 expressed her frustration about how she was not
15

notified about her prerequisites for one of her classes and had to find
out the information on her own. She also explained her negative
perception of the advising at SJSU is related to the department not
notifying her about deadlines like graduation. JMC Student #1 said she
would not have had to deal with the stress of almost missing her
deadline to apply for graduation if the advisor in her department took
the time to send out an email to remind students. The conclusions
from the positive response of the engineering students towards holds
on accounts presented a connection with more positive experiences
with student advising. While those who did not have the hold on their
accounts to speak with an advisor had more negative experiences to
express. All in all, departments that do not practice accountability
towards students resulted in students trying to figure out advising
information on their own which would lead to missing deadlines, taking
the wrong courses and a negative perspective towards advising on
campus.
The second positive response was a similar one to all of the students in
the focus group discussion when asked the question of their feelings
about the location of advising. All students agreed that having all
advising in one location would be not necessary and negatively affect
their advising experience. JMC Student #2 said if all advising was in
one location it would not be more convenient and too hectic since
there would be too many students in the same vicinity. Engineering
Student #2 said he enjoyed that his advising was separate from other
departments. These positive responses from all of the students in the
16

focus group discussion indicated that the location of being in the
middle of campus to get advising did not matter and the isolation of it
from other departments was more important.
An emphasized negative response from students from both students of
JMC emphasized the inconvenience they felt having to physically go on
campus to set an appointment with the advisor. JMC Student #1 said
she wished there was an online booking system like the other students
in the group discussion said they had. Business Student #2 said he
valued the online booking system his department had, but suggested
that there could be more improvements with the advising technology
to make their advising experience even greater. He noted that having
everything online is a great way to adapt to students’ busy schedules
and inferred an idea of having time slots for virtual chats when
students do not have time to go on campus. He explained how it would
decrease late or skipped appointments and make students’ lives
easier; especially during busy times like midterms and finals. The
conclusions from these responses suggest that SJSU should continue
to improve their technology to create a better experience for students.
Another negative response that was common among all of the
students in each focus group discussion was the direct experience with
an advisor. A common theme of the negative answers related to
advisors’ poor customer service and advising knowledge to
appropriately and immediately answer students’ questions. Business
Student #1 said that every time she has visited an advisor they either
gave her the wrong information or did not have the answer for her at
17

the time. She expressed because of this, she had taken a course she
did not have to take. Business Student #2 shared he had a similar
experience because his advisor did not give him the immediate answer
he needed to know the answer to to sign up for his courses. He said
before that he had sent two emails to the advisor with his question but
did not get a response until he went to the office directly and asked for
her to check her emails. JMC Student #1 said that she was
disappointed that the advisor for her department did not warn her
about how an internship was required as a prerequisite for one of her
courses. She explained how she was luckily informed by a peer and if
she had not known she would have had to stay an extra semester
longer because her advisor’s mistake of not telling her. These findings
concluded that many of the negative experiences from students about
advising has a strong relationship to the advisors’ inadequate advising
knowledge about student requirements and course information while
showing little empathy or compassion for students’ success and path
to graduation. All students expressed how taking the wrong courses
and wasted time of taking the course could have been prevented if
advisors came prepared with this information.
In conclusion students suggested that there needs to be a mutual
understanding of what an advisor and student needs to be prepared
with before an advising appointment.
18

MEDIA
MONITORING
This section of the report will provide findings from a database that
was used for media monitoring called Meltwater, keywords that were
used, research within news media, social media and SJSU’s competing
schools.
METHOLOGY
Meltwater is a database used to media monitor what is being said
about a client and his or her competitor. Therefore, we can research
key terms to look up what is being said on social media or what is
being said in the news.
Some of the keywords that was used for our client were SJSU, San
Jose State University, San Jose State. As for SJSU’s competitors the
top schools are San Diego State, UC Santa Cruz, UC Davis, and Long
CSU Long Beach. Therefore, keywords used were CSU San Diego, San
Diego State, Santa Cruz, UC Davis. We wanted to look at the overall of
19

what was being said about SJSU and our competitors and why one
school may have been getting more coverage than the others.
FINDINGS
With our group given the year 2013, Meltwater only allowed us to find
keywords via the news channel. The top three schools with the most
coverage included: San Jose State, San Diego State and UC
Davis. Long beach and UC Santa Cruz had the least amount of
coverage. The top three schools not only had the most coverage, but
the majority of their exposure had a neutral sentiment. We decided to
dive deeper into these findings and find out why these top three
schools had this much coverage and why the majority of it was
neutral.
We discovered that San Diego State’s exposure dealt a lot with sports,
reaching millions of people. Sports is a popular, neutral topic, which
explains why it got a lot of coverage, and it was neither positive nor
negative.
UC Davis dealt a lot with research projects and education. Most of the
news articles on this were also very neutral, but still reached millions
of people. UC Davis is a prestigious research school, so it makes sense
that most of the articles and reports dealt with this topic.
20

The main topic that dealt with San Jose State in the year 2013 was the
increase in minimum wage. Many of the articles that discussed this
topic included quotes from professors and students at San Jose State.
Researching further, we also found that these top three schools had a
lot of coverage by top news channels like ABC and ABC news. Looking
at all the articles, many of them reached thousands or people,
sometimes-even millions. Getting coverage from top news channels
like this helps with exposure.
Although there weren’t a lot of big news breaks that affected
these top schools, we were still able to utilize Meltwater to find out
why these schools were being talked about.
21

SOLUTIONS
FOCUS GROUP CONCLUSION
The first conclusion relates to students’ frustration from departments
lack of accountability towards students’ path to graduation. Most
negative responses related back to the desire for more reminders and
emails from individual advisors of their graduation requirements. A
recommendation would be for the advisors to send out multiple mass
emails to students about graduation requirements and to implement
the Engineering hold on the account for students to be required to
meet with their advisors at least once a semester.
The second conclusion derives from students’ appreciation to the
growing digital world and how it helps with convenience.
Recommendations for improving technology and online resources
would be to make an online booking system for all departments, a
system that notifies students of the next suggested and required
prerequisite to take, an updated list of classes not required for the
major anymore and a virtual option for advising appointments.
Another conclusion from students’ negative experiences with advising
has related to their interactions with advisors. Their interactions made
them feel a lack of compassion and questioned advisors’ knowledge of
academic advising. To improve and change this negative feeling of
23

advising experiences there should be guidelines of what students and
advisors need to be prepared with before an advising appointment.
Students should be prepared with all of the possible questions
regarding prerequisite courses and what courses they want to take
while advisors should be prepared with the answers to the questions.
All of this would avoid the consequences of students missing deadlines,
taking the wrong courses and most importantly the negative
perception of student advising.
RECOMMENDATIONS
For a general recommendation according to media monitoring, SJSU
should host more exciting events that will allow main channels to come
out and cover SJSU. This will can be a plus if it’s a positive story,
allowing SJSU to receive a lot of coverage. For example, the Ellen
story that recently happened this year.
Next, more angled in for advising, In order to help the success of
students’ path to graduation and college experience there needs to be
an improvement within the advising departments by bettering
technology, pushing accountability to students, and draw a consensus
among advisors to agree to show more compassion for the students by
going out of their way to see what next prerequisites are needed for
their major and keep them in check of their missing classes by simply
shooting a quick email. All advisors should also send out an automated
24

email of a survey on how the counseling session went so the advisors,
as well as, the schools have an idea on how to improve advising
sessions.
In addition to advising, the school should look into hiring more
advisors, keep sites up-to-date and reliable to not be directed to false
pages, also, training programs should be developed that way all
advisors across all departments are on the same page when it comes
to information.
Lastly, media monitoring is a big deal in 2017 now that the social
media world has taken over. It’s a great way to engage in customers
whether something is going good or bad. With being said, we would
advise the school to invest in a media monitoring database, hire a
team for customer service to media monitor and engage with the
customers, which are the students, on what they could do better or
letting some know SJSU is happy to hear the experiences they are
having. This will not only show students that SJSU cares but also able
to provide adjustments and improvements within the school as a
whole.
With SJSU having barely any progress within three years. Our team
hopes that with the following research and recommendations put into
action, this will lead to a better path and improvements in advising
and SJSU in general within the near future.
25

Bibliography
Academic Coaching for Educational Success.
http://www.sjsu.edu/eop/programs-services/aces/index.html. Accessed
26 Sept. 2017.
Feinstein, A. (2016, November 30). November 2016 Newsletter: SJSU Adds
Advisors, New Online Tools. Academic Spotlight San Jose State
University. Retrieved September 20, 2017, from
https://blogs.sjsu.edu/academicaffairs/tag/advising/
Harris, Pat Lopes. “U.S. News Rankings: SJSU Sixth Overall.” SJSU Newsroom,
blogs.sjsu.edu/newsroom/2017/u-s-news-rankings-sjsu-sixth-
overall-2/. Accessed 26, Sept. 2017
Institutional Research, iea.sjsu.edu/. Accused 26 Sept. 2017
Krieger, L. (2016, August 14). San Jose State urges ‘super seniors’ to
graduate. The Mercury News. Retrieved September 20, 2017, from
http://www.mercurynews.com/2009/04/09/san-jose-state-urges-super-
seniors-to-graduate/
26

Murphy, K. (2016, March 5). CSU under pressure to help students graduate in
four years instead of six. The Mercury News. Retrieved September 20,
2017, from http://www.mercurynews.com/2016/03/05/csu-under-
pressure-to-help-students-graduate-in-four-years-instead-of-six/
Pillar Two: Advising Background. (n.d.) Retrieved September 20, 2017 from
http://www.sjsu.edu/provost/academic_plan/advising/
San Jose State: Colleges and Departments.
http://www.sjsu.edu/academics/colleges_departments/.
Accessed 26 Sept. 2017.
27

APPENDIX
NSSE SURVEY FOR 2014 & 2017
A

SECONDARY RESEARCH
This picture was the JMC
departments website page.
There was no access to
anything this day. Screenshot
Nov. 30, 2017
This picture was the top story,
front page, Dec. 4, 2017. This
story was about a case of
students being misinformed
from their advisors. From
Spartan Daily
An error page to one of the
online academic advising tools
SJSU has. Screenshot Nov. 30
B

FOCUS GROUP DISCUSSION – GROUP 1
1. Icebreaker: Name, major, class standing, funny story about
something that happened on campus
2. Tell us about your experience with advising at SJSU
a. What are some of the positive experiences
1. Joel- hold on account check before semester ends,
felt like I could do it on my own, fairly easy on your
own, does it on my own every 10 minutes
2. Matt- new when I joined department- Larry- a lot of
people had issue with him, didn’t know what he was
doing, got used to it, so I did it on my own
1. Didn’t know much details, graduation
requirements, didn’t know what he was
b. What are some of the negative experiences
1. Gax- one advisory- for jmc department, schedule in
advance, some questions are really urgent- one
advisor for everyone- other people who have
2. How often do you visit your advisor? When and for what
reasons?
1. Only when you have to – once a semester
2. Once a semester, check
1. Engineer- was forced to check on track
2. Jmc- more towards graduation- don’t know of
requirements
3. Do you know where general advising takes place and who you
need to see for advising?
1. Engineer –advising
2. 1/3
F

4. If all advising was in a central location would you find it more
accessible and if so why?
1. Engineer- no too many majors- cluster – feel
overwhelmed – your advisor should know best in our
own department
2. Too disorganized
5. Overall, how well do you think your department advising
experience has been? And how well has your general advising
been?
1. Engineer- 6 undeclared- didn’t guide what classes to
take, pretty much on your own- not that hard
2. Jmc 5 front desk rude
3. 6/10 no orientation or tips to tell you what to do
6. What would be your ideal academic advising experience?
1. Pick an appointment, list of classes you have already
taken, understand what both what you have taken-
mutually both need to be prepared for the advising
2. Change customer service aspect- undeclared,
wanted an advisor patient and understanding and
not rush you off; very fast and short
3. Hybrid- basic online video 5 min video of graduation
requirements,
4. Biggest problem- update your courses-don’t
know if you need to take the class anymore
7. If department and general advising came from the same person,
would that be more helpful?
1. Don’t go to general advising
8. If department and general advising happened in the same
location would that be more helpful?
G

FOCUS GROUP DISCUSSION – GROUP 2
1. Icebreaker: Name, major, class standing, funny story
about something that happened on campus
• Sahian-Business-Management Information Systems-22
• James-Business Admin-Analytics- 23
• What are some of the positive experiences
1. n/a
• What are some of the negative experiences
1. Delayed grad date, applied one semester earlier to
get priority- forgot to tell them
2. Lady never responded or called back – student
services-“busy” once in February didn’t get call back
until April double contact (2-4 months) went to the
office –asked directly- few days later gave him a call-
dec. 3
3. Unprofessional- one person said no the other said
yeah – business to change your major
4. Question- don’t answer- couldn’t add –system not
working- you have to wait until the semester-
unaware of pre requisites – oh I don’t know how that
is possible
reasons?
1. Just did it on his own, pretty straight forward
3. Do you know where general advising takes place and who
you need to see for advising?
H

No
4. If all advising was in a central location would you find it
more accessible and if so why?
• No because the bbc was already full and if there was all in
one place it would be even more busier
• Like it own department
• Online Booking- Walk Ins- not always busy
been?
• Sometimes give info, but sometimes wrong info- didn’t
know about deadline-paperwork was due in 3 days-
process
• Online- iphone, facetime, something fast and easy, call
center
• Solve my problems, communicate better, explain, right
information
8. If department and general advising came from the same
person, would that be more helpful?
• During graduation don’t get notice/ not very clear that you
can priority registration by applying for graduation before
a certain date
1. Icebreaker: Name, major, class standing, funny story
about something that happened on campus
• Sahian-Business-Management Information Systems-22
I

• James-Business Admin-Analytics- 23
• What are some of the positive experiences
1. n/a
• What are some of the negative experiences
1. Delayed grad date, applied one semester earlier to
get priority- forgot to tell them
2. Lady never responded or called back – student
services-“busy” once in February didn’t get call back
until April double contact (2-4 months) went to the
office –asked directly- few days later gave him a call-
dec. 3
3. Unprofessional- one person said no the other said
yeah – business to change your major
4. Question- don’t answer- couldn’t add –system not
working- you have to wait until the semester-
unaware of pre requisites – oh I don’t know how that
is possible
reasons?
1. Just did it on his own, pretty straight forward
3. Do you know where general advising takes place and who
you need to see for advising?
No
4. If all advising was in a central location would you find it
more accessible and if so why?
• No because the bbc was already full and if there was all in
one place it would be even more busier
• Like it own department
J

• Online Booking- Walk Ins- not always busy
been?
• Sometimes give info, but sometimes wrong info- didn’t
know about deadline-paperwork was due in 3 days-
process
• Online- iphone, facetime, something fast and easy, call
center
• Solve my problems, communicate better, explain, right
information
8. If department and general advising came from the same
person, would that be more helpful?
• During graduation don’t get notice/ not very clear that you
can priority registration by applying for graduation before
a certain date
K

San Jose State Advising Research Project

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