26_Stage 2_Teacher Survey - Evaluation of the Academic Advising Support at CUHK (The survey was closed)

This survey is conducted by CLEAR -The Centre for Learning Enhancement And Research 2021

Dear Colleagues,

This survey is funded by the TDLEG 2019-22 Triennium grant and conducted by CLEAR - Centre for Learning Enhancement And Research in collaboration with The Office of Student Affairs.

In view of the heavy workload of teaching staff in research, teaching and services in addition to academic advising, we would like to evaluate the concerns and difficulties faced by teaching staffs in academic advising and to evaluate the effectiveness of the current academic advising system.

The mission of academic advising is to assist students in their growth and development by constructing meaningful educational plans which are compatible with their life goals. It is a continuous and consistent process which is built upon the basis of frequent, accumulated personal contacts between advisor and advisee.

This project aims at conducting a thorough and qualitative investigation of the current academic advisor system at CUHK. We will investigate the following five aspects of the academic advisor system, namely: (1) Definition, (2) Barrier, (3) Arrangement, (4) Content & (5) Evaluation.

Teachers serving either as Level 1 or Level 2 academic advisor at CUHK or those teachers who are not assigned as an academic advisor are also welcome to fill in this survey.

The details of the CUHK Academic Advisor System Guideline can be found in the following CUHK website link:
http://www.cuhk.edu.hk/english/teaching/academic-advisory-system.html

This academic teaching staff version of the survey will take about 15 minutes to complete. We sincerely thank you for your participation in this study.

Looking forward to seeing the good practice of academic advising can be promoted in all faculties when the project is completed.

Reminder: If you have completed the survey before, you do not need to do it again.

Regards
Vivian WY LEE
Associate Professor
Centre for Learning Enhancement And Research
Can you tell us where you get to know this survey ? (You can fill in the student helper name or nick name or SID here if you are invited by the student to join this survey).
General Information
1. Faculty and Others:

1. Faculty and Others: 1. Arts 2. Business 3. Education 4. Engineering 5. Law 6. Medicine 7. Science 8. Social Science 9. Others (e.g. University General Education)
2. I am working in the following department: (please select one from the following drop-down menu)
3. Work title (can select more than one if applicable)

3. Work title (can select more than one if applicable) 1. Teaching Assistant 2. Lecturer 3. Senior Lecturer 4. Professional Consultant 5. Assistant Professor 6. Associate Professor 7. Professor 8. Department/Programme Director 9. Assistant Dean 10. Associate Dean 11. Dean of the Faculty
4. Do you play the role of advisor in college or hall? (e.g. College Dean). Please select the college or hall you are serving as an academic advisor from the following menu
5. How many years have you been teaching at CUHK?

5. How many years have you been teaching at CUHK? 1. (1-2 years) 2. (3-5 years) 3. (6-10 years) 4. (11-15 years) 5. (16-20 years or more)
6. For how many years have you been serving as an academic advisor at CUHK?

6. For how many years have you been serving as an academic advisor at CUHK? 1. (1-2 years) 2. (3-5 years) 3. (6-10 years) 4. (11-15 years) 5. (16-20 years or more) 6. (Not applicable)
7. The total number of students you formally advise: (please fill in the number or fill in "0" if you are not serving as an academic advisor now).
8. Gender

8. Gender 1. Male 2. Female
Part A. Definition: How would you (as a teacher) define "Academic Advising" and what are your beliefs and motives for serving as an academic advisor? (Both Level 1 and 2 Advisors).
A1. Do you have any experiences in providing academic advisory services to students at CUHK?

A1. Do you have any experiences in providing academic advisory services to students at CUHK? 1. Yes 2. No

A2. How did you perceive your relationship with your advisees? (developmental vs prescriptive styles of academic advising?) (1=strongly disagree, 7=strongly agree)
	1	2	3	4	5	6	7
a. I treated my advisee as one of my friends.	a. I treated my advisee as one of my friends.1	a. I treated my advisee as one of my friends.2	a. I treated my advisee as one of my friends.3	a. I treated my advisee as one of my friends.4	a. I treated my advisee as one of my friends.5	a. I treated my advisee as one of my friends.6	a. I treated my advisee as one of my friends.7
b. I built a warm and friendly relationship with my students.	b. I built a warm and friendly relationship with my students.1	b. I built a warm and friendly relationship with my students.2	b. I built a warm and friendly relationship with my students.3	b. I built a warm and friendly relationship with my students.4	b. I built a warm and friendly relationship with my students.5	b. I built a warm and friendly relationship with my students.6	b. I built a warm and friendly relationship with my students.7
c. I showed my concern for my students' total education needs.	c. I showed my concern for my students' total education needs.1	c. I showed my concern for my students' total education needs.2	c. I showed my concern for my students' total education needs.3	c. I showed my concern for my students' total education needs.4	c. I showed my concern for my students' total education needs.5	c. I showed my concern for my students' total education needs.6	c. I showed my concern for my students' total education needs.7
d. I tried to understand my students' skills, abilities, aspirations, life situation and background.	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.1	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.2	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.3	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.4	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.5	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.6	d. I tried to understand my students' skills, abilities, aspirations, life situation and background.7
e. I sought my student's input before making recommendations.	e. I sought my student's input before making recommendations.1	e. I sought my student's input before making recommendations.2	e. I sought my student's input before making recommendations.3	e. I sought my student's input before making recommendations.4	e. I sought my student's input before making recommendations.5	e. I sought my student's input before making recommendations.6	e. I sought my student's input before making recommendations.7
f. I gave my students an impression of an authority figure and I expect them to be obedient to me.	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.1	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.2	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.3	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.4	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.5	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.6	f. I gave my students an impression of an authority figure and I expect them to be obedient to me.7
g. I gave detailed advice to students on how to deal with their problems.	g. I gave detailed advice to students on how to deal with their problems.1	g. I gave detailed advice to students on how to deal with their problems.2	g. I gave detailed advice to students on how to deal with their problems.3	g. I gave detailed advice to students on how to deal with their problems.4	g. I gave detailed advice to students on how to deal with their problems.5	g. I gave detailed advice to students on how to deal with their problems.6	g. I gave detailed advice to students on how to deal with their problems.7
h. My primary objective would focus on the discussion of academic matters with students.	h. My primary objective would focus on the discussion of academic matters with students.1	h. My primary objective would focus on the discussion of academic matters with students.2	h. My primary objective would focus on the discussion of academic matters with students.3	h. My primary objective would focus on the discussion of academic matters with students.4	h. My primary objective would focus on the discussion of academic matters with students.5	h. My primary objective would focus on the discussion of academic matters with students.6	h. My primary objective would focus on the discussion of academic matters with students.7
i. I requested my advisee to listen to my advices.	i. I requested my advisee to listen to my advices.1	i. I requested my advisee to listen to my advices.2	i. I requested my advisee to listen to my advices.3	i. I requested my advisee to listen to my advices.4	i. I requested my advisee to listen to my advices.5	i. I requested my advisee to listen to my advices.6	i. I requested my advisee to listen to my advices.7
j. I requested my advisee to prepare well before coming to meet me.	j. I requested my advisee to prepare well before coming to meet me.1	j. I requested my advisee to prepare well before coming to meet me.2	j. I requested my advisee to prepare well before coming to meet me.3	j. I requested my advisee to prepare well before coming to meet me.4	j. I requested my advisee to prepare well before coming to meet me.5	j. I requested my advisee to prepare well before coming to meet me.6	j. I requested my advisee to prepare well before coming to meet me.7
k. I expected my advisee to come frequently and maintain the relationship.	k. I expected my advisee to come frequently and maintain the relationship.1	k. I expected my advisee to come frequently and maintain the relationship.2	k. I expected my advisee to come frequently and maintain the relationship.3	k. I expected my advisee to come frequently and maintain the relationship.4	k. I expected my advisee to come frequently and maintain the relationship.5	k. I expected my advisee to come frequently and maintain the relationship.6	k. I expected my advisee to come frequently and maintain the relationship.7
l. I asked my advisee to come only when he/she has a problem.	l. I asked my advisee to come only when he/she has a problem.1	l. I asked my advisee to come only when he/she has a problem.2	l. I asked my advisee to come only when he/she has a problem.3	l. I asked my advisee to come only when he/she has a problem.4	l. I asked my advisee to come only when he/she has a problem.5	l. I asked my advisee to come only when he/she has a problem.6	l. I asked my advisee to come only when he/she has a problem.7

A3a. How would you define "Academic Advising"? (Both Level 1 and 2 advisors).
A3b. Do you set any goals and objectives in your advising? (Please share).

A4. Online Academic Advising and Counselling Services:
"Studies show that online counselling may be more effective than face-to-face counselling. " Do you agree with the following statements? (1=strongly disagree, 7= strongly agree)
	1	2	3	4	5	6	7
a. I will try to provide online academic advising or counselling if needed.	a. I will try to provide online academic advising or counselling if needed.1	a. I will try to provide online academic advising or counselling if needed.2	a. I will try to provide online academic advising or counselling if needed.3	a. I will try to provide online academic advising or counselling if needed.4	a. I will try to provide online academic advising or counselling if needed.5	a. I will try to provide online academic advising or counselling if needed.6	a. I will try to provide online academic advising or counselling if needed.7
b. I will try to use Zoom.com to provide individual or group counselling to students.	b. I will try to use Zoom.com to provide individual or group counselling to students.1	b. I will try to use Zoom.com to provide individual or group counselling to students.2	b. I will try to use Zoom.com to provide individual or group counselling to students.3	b. I will try to use Zoom.com to provide individual or group counselling to students.4	b. I will try to use Zoom.com to provide individual or group counselling to students.5	b. I will try to use Zoom.com to provide individual or group counselling to students.6	b. I will try to use Zoom.com to provide individual or group counselling to students.7
c. I think I can understand my advisees even though we are not in the same room.	c. I think I can understand my advisees even though we are not in the same room.1	c. I think I can understand my advisees even though we are not in the same room.2	c. I think I can understand my advisees even though we are not in the same room.3	c. I think I can understand my advisees even though we are not in the same room.4	c. I think I can understand my advisees even though we are not in the same room.5	c. I think I can understand my advisees even though we are not in the same room.6	c. I think I can understand my advisees even though we are not in the same room.7
d. I think I am technologically proficient enough to actually conduct counselling online.	d. I think I am technologically proficient enough to actually conduct counselling online.1	d. I think I am technologically proficient enough to actually conduct counselling online.2	d. I think I am technologically proficient enough to actually conduct counselling online.3	d. I think I am technologically proficient enough to actually conduct counselling online.4	d. I think I am technologically proficient enough to actually conduct counselling online.5	d. I think I am technologically proficient enough to actually conduct counselling online.6	d. I think I am technologically proficient enough to actually conduct counselling online.7
e. Online counselling may be more effective for those who are socially isolated.	e. Online counselling may be more effective for those who are socially isolated.1	e. Online counselling may be more effective for those who are socially isolated.2	e. Online counselling may be more effective for those who are socially isolated.3	e. Online counselling may be more effective for those who are socially isolated.4	e. Online counselling may be more effective for those who are socially isolated.5	e. Online counselling may be more effective for those who are socially isolated.6	e. Online counselling may be more effective for those who are socially isolated.7
f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.1	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.2	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.3	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.4	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.5	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.6	f. Online counselling could be considered as one of the options during the outbreak of a widespread contagious disease.7

Part B. Barriers: What kinds of difficulties and barriers are you facing in providing academic advisory services to students at CUHK?

B1. Sometimes, students choose not to visit their academic advisors; in this part, we would like to explore the reasons or obstacles as to why some students do not want to visit their academic advisors. (0=not applicable; 1=strongly disagree; 7=strongly agree)
	0	1	2	3	4	5	6	7
a. Students may think that they know better than the advisor and they can help themselves.	a. Students may think that they know better than the advisor and they can help themselves.0	a. Students may think that they know better than the advisor and they can help themselves.1	a. Students may think that they know better than the advisor and they can help themselves.2	a. Students may think that they know better than the advisor and they can help themselves.3	a. Students may think that they know better than the advisor and they can help themselves.4	a. Students may think that they know better than the advisor and they can help themselves.5	a. Students may think that they know better than the advisor and they can help themselves.6	a. Students may think that they know better than the advisor and they can help themselves.7
b. Inconvenient in booking an appointment	b. Inconvenient in booking an appointment0	b. Inconvenient in booking an appointment1	b. Inconvenient in booking an appointment2	b. Inconvenient in booking an appointment3	b. Inconvenient in booking an appointment4	b. Inconvenient in booking an appointment5	b. Inconvenient in booking an appointment6	b. Inconvenient in booking an appointment7
c. Inconvenient in location	c. Inconvenient in location0	c. Inconvenient in location1	c. Inconvenient in location2	c. Inconvenient in location3	c. Inconvenient in location4	c. Inconvenient in location5	c. Inconvenient in location6	c. Inconvenient in location7
d. Limited hours for students to meet with the advisor, so students prefer not to come for help.	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.0	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.1	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.2	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.3	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.4	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.5	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.6	d. Limited hours for students to meet with the advisor, so students prefer not to come for help.7
e. Bad experience (e.g. advisors providing misinformation on degree requirements).	e. Bad experience (e.g. advisors providing misinformation on degree requirements).0	e. Bad experience (e.g. advisors providing misinformation on degree requirements).1	e. Bad experience (e.g. advisors providing misinformation on degree requirements).2	e. Bad experience (e.g. advisors providing misinformation on degree requirements).3	e. Bad experience (e.g. advisors providing misinformation on degree requirements).4	e. Bad experience (e.g. advisors providing misinformation on degree requirements).5	e. Bad experience (e.g. advisors providing misinformation on degree requirements).6	e. Bad experience (e.g. advisors providing misinformation on degree requirements).7
f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.0	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.1	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.2	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.3	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.4	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.5	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.6	f. Students will have the perception that the advisor will insist them on enrolling in a particular class the students may not be interested.7
g. Stories heard from other students regarding their bad academic advising experiences	g. Stories heard from other students regarding their bad academic advising experiences0	g. Stories heard from other students regarding their bad academic advising experiences1	g. Stories heard from other students regarding their bad academic advising experiences2	g. Stories heard from other students regarding their bad academic advising experiences3	g. Stories heard from other students regarding their bad academic advising experiences4	g. Stories heard from other students regarding their bad academic advising experiences5	g. Stories heard from other students regarding their bad academic advising experiences6	g. Stories heard from other students regarding their bad academic advising experiences7
h. Students think that their advisors would not be there to support their career aspirations.	h. Students think that their advisors would not be there to support their career aspirations.0	h. Students think that their advisors would not be there to support their career aspirations.1	h. Students think that their advisors would not be there to support their career aspirations.2	h. Students think that their advisors would not be there to support their career aspirations.3	h. Students think that their advisors would not be there to support their career aspirations.4	h. Students think that their advisors would not be there to support their career aspirations.5	h. Students think that their advisors would not be there to support their career aspirations.6	h. Students think that their advisors would not be there to support their career aspirations.7
i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.0	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.1	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.2	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.3	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.4	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.5	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.6	i. Students feel that their expectations go unmet, so they do not want to spend time in meeting the advisors.7
j. Mismatching between advisor and advisee in their field of interest	j. Mismatching between advisor and advisee in their field of interest0	j. Mismatching between advisor and advisee in their field of interest1	j. Mismatching between advisor and advisee in their field of interest2	j. Mismatching between advisor and advisee in their field of interest3	j. Mismatching between advisor and advisee in their field of interest4	j. Mismatching between advisor and advisee in their field of interest5	j. Mismatching between advisor and advisee in their field of interest6	j. Mismatching between advisor and advisee in their field of interest7
k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.0	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.1	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.2	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.3	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.4	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.5	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.6	k. When the student assigned to me did not belong to the field of studies I engage in, that student would tend to contact me less frequently.7
l. Some students feel uncomfortable with the meeting atmosphere.	l. Some students feel uncomfortable with the meeting atmosphere.0	l. Some students feel uncomfortable with the meeting atmosphere.1	l. Some students feel uncomfortable with the meeting atmosphere.2	l. Some students feel uncomfortable with the meeting atmosphere.3	l. Some students feel uncomfortable with the meeting atmosphere.4	l. Some students feel uncomfortable with the meeting atmosphere.5	l. Some students feel uncomfortable with the meeting atmosphere.6	l. Some students feel uncomfortable with the meeting atmosphere.7
m. Advisor does not know how to give counselling and professional guidance to students on some occasions.	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.0	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.1	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.2	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.3	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.4	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.5	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.6	m. Advisor does not know how to give counselling and professional guidance to students on some occasions.7
n. Difference in personalities and styles of communication between teachers and students	n. Difference in personalities and styles of communication between teachers and students0	n. Difference in personalities and styles of communication between teachers and students1	n. Difference in personalities and styles of communication between teachers and students2	n. Difference in personalities and styles of communication between teachers and students3	n. Difference in personalities and styles of communication between teachers and students4	n. Difference in personalities and styles of communication between teachers and students5	n. Difference in personalities and styles of communication between teachers and students6	n. Difference in personalities and styles of communication between teachers and students7
o. Advisors are too busy with other academic tasks.	o. Advisors are too busy with other academic tasks.0	o. Advisors are too busy with other academic tasks.1	o. Advisors are too busy with other academic tasks.2	o. Advisors are too busy with other academic tasks.3	o. Advisors are too busy with other academic tasks.4	o. Advisors are too busy with other academic tasks.5	o. Advisors are too busy with other academic tasks.6	o. Advisors are too busy with other academic tasks.7
p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.0	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.1	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.2	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.3	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.4	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.5	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.6	p. Advisors do not feel that they have sufficient resources to support themselves to become a good academic advisor.7
q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.0	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.1	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.2	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.3	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.4	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.5	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.6	q. Students have long learning hours, so they are too exhausted to spend time on doing something they consider as not useful.7
r. Language barrier	r. Language barrier0	r. Language barrier1	r. Language barrier2	r. Language barrier3	r. Language barrier4	r. Language barrier5	r. Language barrier6	r. Language barrier7
s. Cultural barrier	s. Cultural barrier0	s. Cultural barrier1	s. Cultural barrier2	s. Cultural barrier3	s. Cultural barrier4	s. Cultural barrier5	s. Cultural barrier6	s. Cultural barrier7

B2. What are your major difficulties when serving the role of an academic advisor at CUHK?
Part C. Arrangement: The support of administrative staff is one of the key factors to the success of the academic advising system. How do you think of the arrangement, roles of the administrative staff in the current academic advising system at CUHK?
C1. How is your academic advisee allocated to you?

C1. How is your academic advisee allocated to you? 1. Allocated to me by the department 2. My students approached me and asked me to be their academic advisors. 3. I can choose my own academic advisee. 4. N.A.

C2. Administrative and logistic arrangements: (1=strongly disagree, 7= strongly agree; 0=N.A.)
	1	2	3	4	5	6	7	0
a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.1	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.2	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.3	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.4	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.5	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.6	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.7	a. I was satisfied with the overall administrative and logistics support provided by my department and faculty.0
b. I was satisfied with the way arrangement for which my advisees are being allocated to me.	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.1	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.2	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.3	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.4	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.5	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.6	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.7	b. I was satisfied with the way arrangement for which my advisees are being allocated to me.0
c. Students found that the staff in the general offices are warm and approachable.	c. Students found that the staff in the general offices are warm and approachable.1	c. Students found that the staff in the general offices are warm and approachable.2	c. Students found that the staff in the general offices are warm and approachable.3	c. Students found that the staff in the general offices are warm and approachable.4	c. Students found that the staff in the general offices are warm and approachable.5	c. Students found that the staff in the general offices are warm and approachable.6	c. Students found that the staff in the general offices are warm and approachable.7	c. Students found that the staff in the general offices are warm and approachable.0
d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.1	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.2	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.3	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.4	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.5	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.6	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.7	d. Our department hired professional or specialized staff to provide students with updated career information on a regular base.0
e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.1	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.2	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.3	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.4	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.5	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.6	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.7	e. Our department provided academic advisors with high quality advisor orientation, training and development programmes.0
f. Our department provided useful support materials or technological tools for academic advisors.	f. Our department provided useful support materials or technological tools for academic advisors.1	f. Our department provided useful support materials or technological tools for academic advisors.2	f. Our department provided useful support materials or technological tools for academic advisors.3	f. Our department provided useful support materials or technological tools for academic advisors.4	f. Our department provided useful support materials or technological tools for academic advisors.5	f. Our department provided useful support materials or technological tools for academic advisors.6	f. Our department provided useful support materials or technological tools for academic advisors.7	f. Our department provided useful support materials or technological tools for academic advisors.0
g. The advisee-advisor ratio was acceptable.	g. The advisee-advisor ratio was acceptable.1	g. The advisee-advisor ratio was acceptable.2	g. The advisee-advisor ratio was acceptable.3	g. The advisee-advisor ratio was acceptable.4	g. The advisee-advisor ratio was acceptable.5	g. The advisee-advisor ratio was acceptable.6	g. The advisee-advisor ratio was acceptable.7	g. The advisee-advisor ratio was acceptable.0

C3. Which of the following would best describe the major areas of your academic advice service in the past academic year? (can select more than one)

C3. Which of the following would best describe the major areas of your academic advice service in the past academic year? (can select more than one) 1. I provided academic advice to individual students assigned to me by faculty/department/college. 2. I provided academic advice to individual students not assigned to me by faculty/department/college. 3. I advised a group of students assigned to me by faculty/department. 4. I provided academic advice to students who enrolled in my course. 5. I visited my academic advisees who had a drastic drop in GPA. 6. I checked the students’ academic records to find out the academic situation of the students. 7. I did referral calls and wrote referral letters for my students. 8. I provided career guidance to my students. 9. I interacted with students through group activities. 10. I accompanied with my students to seek assistance from other professional services 11. N.A.
C4. How many academic advising sessions have you had in the past academic year? (total numbers of academic advising sessions for all your students)
C5. How long was the average duration of your academic advising meeting with your students?

C5. How long was the average duration of your academic advising meeting with your students? 1. Less than 15 minutes 2. 15-30 minutes 3. 31-45 minutes 4. 46-60 minutes 5. One to two hours 6. More than three hours 7. N.A.
C6. How regular do you think should the academic advising meeting be? (you can select more than one)

C6. How regular do you think should the academic advising meeting be? (you can select more than one) 1. At least once every semester 2. At least twice per year 3. Whenever students have needs, they can contact me at anytime. 4. I preferred to regularly keep in touch with my students through WhatsApp or social media. 5. Other suggestions 5. Other suggestions
C7. How did you contact your advisees to set up a meeting or to get in touch with your advisees?

C7. How did you contact your advisees to set up a meeting or to get in touch with your advisees? 1. Email 2. In person,e.g. in classroom 3. Text, e.g. WhatsApp 4. Phone 5. Skype 6. N.A.
C8. What are your preferred modes of communication with your students? (can select more than one)

C8. What are your preferred modes of communication with your students? (can select more than one) 1. Social Media, e.g. Facebook 2. Text e.g. WhatsApp and Messengers 3. Direct phone call 4. Email 5. Individual face to face meeting 6. Face to face meeting in a group setting 7. Skype meeting 8. Outdoor activities, e.g. sport or hiking 9. N.A.
Part D. Content: Any additional topics which you think should be covered and discussed during the academic advising process?

D2. What do you think are the reasons for your advisees to approach you for advice? (you can select more than one)

D2. What do you think are the reasons for your advisees to approach you for advice? (you can select more than one) 1. Registration for courses 2. Career guidance 3. Seek advice about progress towards graduation or studying for a postgraduate degree 4. Seek advice to solve academic difficulties 5. Advisees' personal issues 6. Discussion about different global issues e.g. Socio-political issues 7. N.A.
D3. In views of the current special circumstances during COVID-19 pandemic, do you think CUHK has given enough support to academic advisors and students ?
Part E. Evaluation: How do you evaluate your academic advising experiences and please provide recommendations for the betterment of academic advising.
E1. Which one of the following could best characterize your attitude toward advising?

E1. Which one of the following could best characterize your attitude toward advising? 1. I found advising pleasant and rewarding. 2. I have neither very positive nor very negative feelings toward advising. 3. I found advising unpleasant.
E2. Which of the following would best capture your perception of student attitudes toward the advising process?

E2. Which of the following would best capture your perception of student attitudes toward the advising process? 1. Students found the advising process pleasant and rewarding. 2. Students had neither very positive nor very negative feelings about the advising process. 3. Students found the advising process unpleasant and frustrating.
E3. How would you describe your conversation with your advisee(s)? NACADA Academic Advising Core Competencies Model (2017) (you can select more than one)

E3. How would you describe your conversation with your advisee(s)? NACADA Academic Advising Core Competencies Model (2017) (you can select more than one) 1. Created rapport and build academic advising relationships. 2. Communicated in an inclusive and respectful manner. 3. Planned and conducted successful advising interactions. 4. Promoted student understanding of the logic and purpose of the curriculum. 5. Facilitated problem-solving, decision-making, meaning-making, planning, and goal setting. 6. N.A.

E4. How do you evaluate your academic advising experience as that being characterized by the following: (1=strongly disagree, 7=strongly agree; 0=N.A.)
	1	2	3	4	5	6	7	0
a. Students often did not keep their appointments.	a. Students often did not keep their appointments.1	a. Students often did not keep their appointments.2	a. Students often did not keep their appointments.3	a. Students often did not keep their appointments.4	a. Students often did not keep their appointments.5	a. Students often did not keep their appointments.6	a. Students often did not keep their appointments.7	a. Students often did not keep their appointments.0
b. Students often did not come with any pre-planned schedule.	b. Students often did not come with any pre-planned schedule.1	b. Students often did not come with any pre-planned schedule.2	b. Students often did not come with any pre-planned schedule.3	b. Students often did not come with any pre-planned schedule.4	b. Students often did not come with any pre-planned schedule.5	b. Students often did not come with any pre-planned schedule.6	b. Students often did not come with any pre-planned schedule.7	b. Students often did not come with any pre-planned schedule.0
c. I could give appropriate advice on curricular requirements.	c. I could give appropriate advice on curricular requirements.1	c. I could give appropriate advice on curricular requirements.2	c. I could give appropriate advice on curricular requirements.3	c. I could give appropriate advice on curricular requirements.4	c. I could give appropriate advice on curricular requirements.5	c. I could give appropriate advice on curricular requirements.6	c. I could give appropriate advice on curricular requirements.7	c. I could give appropriate advice on curricular requirements.0
d I could help my advisees to better understand their academic strength and weakness.	d I could help my advisees to better understand their academic strength and weakness.1	d I could help my advisees to better understand their academic strength and weakness.2	d I could help my advisees to better understand their academic strength and weakness.3	d I could help my advisees to better understand their academic strength and weakness.4	d I could help my advisees to better understand their academic strength and weakness.5	d I could help my advisees to better understand their academic strength and weakness.6	d I could help my advisees to better understand their academic strength and weakness.7	d I could help my advisees to better understand their academic strength and weakness.0
e. I could give appropriate advice on questions relating to further study options after graduation.	e. I could give appropriate advice on questions relating to further study options after graduation.1	e. I could give appropriate advice on questions relating to further study options after graduation.2	e. I could give appropriate advice on questions relating to further study options after graduation.3	e. I could give appropriate advice on questions relating to further study options after graduation.4	e. I could give appropriate advice on questions relating to further study options after graduation.5	e. I could give appropriate advice on questions relating to further study options after graduation.6	e. I could give appropriate advice on questions relating to further study options after graduation.7	e. I could give appropriate advice on questions relating to further study options after graduation.0
f. I served as a resource person to my advisees on matters relating to the selection of major.	f. I served as a resource person to my advisees on matters relating to the selection of major.1	f. I served as a resource person to my advisees on matters relating to the selection of major.2	f. I served as a resource person to my advisees on matters relating to the selection of major.3	f. I served as a resource person to my advisees on matters relating to the selection of major.4	f. I served as a resource person to my advisees on matters relating to the selection of major.5	f. I served as a resource person to my advisees on matters relating to the selection of major.6	f. I served as a resource person to my advisees on matters relating to the selection of major.7	f. I served as a resource person to my advisees on matters relating to the selection of major.0
g. I served as a resource person to my advisees on matters relating to career choices.	g. I served as a resource person to my advisees on matters relating to career choices.1	g. I served as a resource person to my advisees on matters relating to career choices.2	g. I served as a resource person to my advisees on matters relating to career choices.3	g. I served as a resource person to my advisees on matters relating to career choices.4	g. I served as a resource person to my advisees on matters relating to career choices.5	g. I served as a resource person to my advisees on matters relating to career choices.6	g. I served as a resource person to my advisees on matters relating to career choices.7	g. I served as a resource person to my advisees on matters relating to career choices.0
h. I helped my advisees to resolve their personal problems.	h. I helped my advisees to resolve their personal problems.1	h. I helped my advisees to resolve their personal problems.2	h. I helped my advisees to resolve their personal problems.3	h. I helped my advisees to resolve their personal problems.4	h. I helped my advisees to resolve their personal problems.5	h. I helped my advisees to resolve their personal problems.6	h. I helped my advisees to resolve their personal problems.7	h. I helped my advisees to resolve their personal problems.0
i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.1	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.2	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.3	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.4	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.5	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.6	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.7	i. I referred my advisees to the campus support services for assistance on matters that are beyond my expertise.0
j. I encouraged my advisees to become involved in campus life and community service.	j. I encouraged my advisees to become involved in campus life and community service.1	j. I encouraged my advisees to become involved in campus life and community service.2	j. I encouraged my advisees to become involved in campus life and community service.3	j. I encouraged my advisees to become involved in campus life and community service.4	j. I encouraged my advisees to become involved in campus life and community service.5	j. I encouraged my advisees to become involved in campus life and community service.6	j. I encouraged my advisees to become involved in campus life and community service.7	j. I encouraged my advisees to become involved in campus life and community service.0
k. I proactively contacted my student advisees and make myself available to them regularly.	k. I proactively contacted my student advisees and make myself available to them regularly.1	k. I proactively contacted my student advisees and make myself available to them regularly.2	k. I proactively contacted my student advisees and make myself available to them regularly.3	k. I proactively contacted my student advisees and make myself available to them regularly.4	k. I proactively contacted my student advisees and make myself available to them regularly.5	k. I proactively contacted my student advisees and make myself available to them regularly.6	k. I proactively contacted my student advisees and make myself available to them regularly.7	k. I proactively contacted my student advisees and make myself available to them regularly.0
l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).1	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).2	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).3	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).4	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).5	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).6	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).7	l. I tried to follow up with the advisees on any report of their unsatisfactory work (poor attendance or a sudden drop in GPA).0
m. I could monitor the progress of my advisees well.	m. I could monitor the progress of my advisees well.1	m. I could monitor the progress of my advisees well.2	m. I could monitor the progress of my advisees well.3	m. I could monitor the progress of my advisees well.4	m. I could monitor the progress of my advisees well.5	m. I could monitor the progress of my advisees well.6	m. I could monitor the progress of my advisees well.7	m. I could monitor the progress of my advisees well.0
n. I was knowledgeable of the university regulations, policies, offerings and procedures.	n. I was knowledgeable of the university regulations, policies, offerings and procedures.1	n. I was knowledgeable of the university regulations, policies, offerings and procedures.2	n. I was knowledgeable of the university regulations, policies, offerings and procedures.3	n. I was knowledgeable of the university regulations, policies, offerings and procedures.4	n. I was knowledgeable of the university regulations, policies, offerings and procedures.5	n. I was knowledgeable of the university regulations, policies, offerings and procedures.6	n. I was knowledgeable of the university regulations, policies, offerings and procedures.7	n. I was knowledgeable of the university regulations, policies, offerings and procedures.0

E.5 Please indicate how effective is the existing academic advisor program at CUHK in terms of the following aspects? (1=very ineffective, 5= very effective) (Habley & Morales' Advising Models, 1998).
	1	2	3	4	5
a. Providing the overall academic advising needs for the students	a. Providing the overall academic advising needs for the students1	a. Providing the overall academic advising needs for the students2	a. Providing the overall academic advising needs for the students3	a. Providing the overall academic advising needs for the students4	a. Providing the overall academic advising needs for the students5
b. Identifying and selecting high quality advisors	b. Identifying and selecting high quality advisors1	b. Identifying and selecting high quality advisors2	b. Identifying and selecting high quality advisors3	b. Identifying and selecting high quality advisors4	b. Identifying and selecting high quality advisors5
c. Implementing training programs for advisors	c. Implementing training programs for advisors1	c. Implementing training programs for advisors2	c. Implementing training programs for advisors3	c. Implementing training programs for advisors4	c. Implementing training programs for advisors5
d. Providing advisors with timely and accurate information about their advisees	d. Providing advisors with timely and accurate information about their advisees1	d. Providing advisors with timely and accurate information about their advisees2	d. Providing advisors with timely and accurate information about their advisees3	d. Providing advisors with timely and accurate information about their advisees4	d. Providing advisors with timely and accurate information about their advisees5
e. Providing appropriate level of coordination, direction, and supervision for advisors	e. Providing appropriate level of coordination, direction, and supervision for advisors1	e. Providing appropriate level of coordination, direction, and supervision for advisors2	e. Providing appropriate level of coordination, direction, and supervision for advisors3	e. Providing appropriate level of coordination, direction, and supervision for advisors4	e. Providing appropriate level of coordination, direction, and supervision for advisors5
f. Systematically evaluating the advising programs	f. Systematically evaluating the advising programs1	f. Systematically evaluating the advising programs2	f. Systematically evaluating the advising programs3	f. Systematically evaluating the advising programs4	f. Systematically evaluating the advising programs5
g. Systematically evaluating the effectiveness of academic advisors	g. Systematically evaluating the effectiveness of academic advisors1	g. Systematically evaluating the effectiveness of academic advisors2	g. Systematically evaluating the effectiveness of academic advisors3	g. Systematically evaluating the effectiveness of academic advisors4	g. Systematically evaluating the effectiveness of academic advisors5
h. Rewarding good and excellent advising performance	h. Rewarding good and excellent advising performance1	h. Rewarding good and excellent advising performance2	h. Rewarding good and excellent advising performance3	h. Rewarding good and excellent advising performance4	h. Rewarding good and excellent advising performance5
i. Providing effective communication channels among advisors, deans, department heads, and the coordinator of advising, as and when applicable	i. Providing effective communication channels among advisors, deans, department heads, and the coordinator of advising, as and when applicable1	i. Providing effective communication channels among advisors, deans, department heads, and the coordinator of advising, as and when applicable2	i. Providing effective communication channels among advisors, deans, department heads, and the coordinator of advising, as and when applicable3	i. Providing effective communication channels among advisors, deans, department heads, and the coordinator of advising, as and when applicable4	i. Providing effective communication channels among advisors, deans, department heads, and the coordinator of advising, as and when applicable5
j. Meeting students' advising needs within the limits of human and fiscal resources	j. Meeting students' advising needs within the limits of human and fiscal resources1	j. Meeting students' advising needs within the limits of human and fiscal resources2	j. Meeting students' advising needs within the limits of human and fiscal resources3	j. Meeting students' advising needs within the limits of human and fiscal resources4	j. Meeting students' advising needs within the limits of human and fiscal resources5
k. Providing advisor accountability, both to a higher level of authority and to advisees	k. Providing advisor accountability, both to a higher level of authority and to advisees1	k. Providing advisor accountability, both to a higher level of authority and to advisees2	k. Providing advisor accountability, both to a higher level of authority and to advisees3	k. Providing advisor accountability, both to a higher level of authority and to advisees4	k. Providing advisor accountability, both to a higher level of authority and to advisees5

E6. What were the most rewarding and satisfying areas in your academic advising career?
*E.7. Did you receive any formal counselling training? *

*E.7. Did you receive any formal counselling training? * 1. No. I never receive any counselling related training. 2. I am a certified educational psychologist. 3. I am a qualified counselling psychologist. 4. I am a qualified counsellor. 5. I am a qualified social worker. 6. Other training (Please write down the type of relevant training you have received).
*E.8. I am currently serving as a

*E.8. I am currently serving as a 1. Level 1 Academic advisor in my faculty. 2. Level 2 Academic advisor in my faculty. 3. I am not serving as an Academic advisor in my faculty. 4. I have provided academic advising services to my students even I am not appointed as an Academic advisor. 5. Others (Please write down what type of academic advising services you have provided to your students).
*E.9. Sharing of any good practice of academic advising support you have provided to your students in your faculty
E.10. What types of training or support the University should provide to the academic advisors or to the prospective academic advisors at CUHK?
Thank you for your time and support. Your input is much appreciated.

Ethics Clearance: This study has obtained approval for ethics clearance from the Survey and Behavioral Research Ethics Committee of CUHK for collecting data involving human participants,
(Reference No. SBRE-19-500).

Please be assured that any information provided by you in the survey will be treated as confidential and only aggregated results will be used in any reports or research papers.

If you would like to obtain more information about this study, please contact Prof. Vivian Lee at 39438012/ vivianlee@cuhk.edu.hk or Research Assistant Jesse Lee at 39436460/ jesselee@cuhk.edu.hk.
For more information about the existing arrangement of the Academic Advising System, please refer to the OSA Website:
https://www.osa.cuhk.edu.hk/f/page/230/1250/Academic%20Advising%20Handbook
_August%202018.pdf
========================================
Individual In-depth Interview Arrangement:

Would you be interested in attending an individual in-depth interview to share your experience or give your opinions about the CUHK Academic Advisor System?

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Individual In-depth Interview Arrangement:

Would you be interested in attending an individual in-depth interview to share your experience or give your opinions about the CUHK Academic Advisor System? 1. Yes, I can be contacted at the following email and phone. 2. No, I do not want to join an interview.
If you do not want us to contact you, you do not need to fill in the following information.
Name
Email
Phone
Disclaimer This form is owned by Lai Fong Lee (CLEAR).
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	Yes, Have discussed	No, Have not, but necessary	Have not discussed and not necessary	N.A.
a. Students’ academic progress	a. Students’ academic progressYes, Have discussed	a. Students’ academic progressNo, Have not, but necessary	a. Students’ academic progressHave not discussed and not necessary	a. Students’ academic progressN.A.
b. Scheduling /registration requirements	b. Scheduling /registration requirementsYes, Have discussed	b. Scheduling /registration requirementsNo, Have not, but necessary	b. Scheduling /registration requirementsHave not discussed and not necessary	b. Scheduling /registration requirementsN.A.
c. Meeting requirements for graduation/Grades/GPA questions	c. Meeting requirements for graduation/Grades/GPA questionsYes, Have discussed	c. Meeting requirements for graduation/Grades/GPA questionsNo, Have not, but necessary	c. Meeting requirements for graduation/Grades/GPA questionsHave not discussed and not necessary	c. Meeting requirements for graduation/Grades/GPA questionsN.A.
d. Students’ concern about pursuing further education after graduation	d. Students’ concern about pursuing further education after graduationYes, Have discussed	d. Students’ concern about pursuing further education after graduationNo, Have not, but necessary	d. Students’ concern about pursuing further education after graduationHave not discussed and not necessary	d. Students’ concern about pursuing further education after graduationN.A.
e. Clarifying students’ life/career goals	e. Clarifying students’ life/career goalsYes, Have discussed	e. Clarifying students’ life/career goalsNo, Have not, but necessary	e. Clarifying students’ life/career goalsHave not discussed and not necessary	e. Clarifying students’ life/career goalsN.A.
f. Identifying career areas which can best use students’ skills, abilities and interest	f. Identifying career areas which can best use students’ skills, abilities and interestYes, Have discussed	f. Identifying career areas which can best use students’ skills, abilities and interestNo, Have not, but necessary	f. Identifying career areas which can best use students’ skills, abilities and interestHave not discussed and not necessary	f. Identifying career areas which can best use students’ skills, abilities and interestN.A.
g. Job seeking/applications and career information	g. Job seeking/applications and career informationYes, Have discussed	g. Job seeking/applications and career informationNo, Have not, but necessary	g. Job seeking/applications and career informationHave not discussed and not necessary	g. Job seeking/applications and career informationN.A.
h. Internship or cooperative education opportunities	h. Internship or cooperative education opportunitiesYes, Have discussed	h. Internship or cooperative education opportunitiesNo, Have not, but necessary	h. Internship or cooperative education opportunitiesHave not discussed and not necessary	h. Internship or cooperative education opportunitiesN.A.
i. Overseas exchange/studying abroad	i. Overseas exchange/studying abroadYes, Have discussed	i. Overseas exchange/studying abroadNo, Have not, but necessary	i. Overseas exchange/studying abroadHave not discussed and not necessary	i. Overseas exchange/studying abroadN.A.
j. Selection and changing major area of study	j. Selection and changing major area of studyYes, Have discussed	j. Selection and changing major area of studyNo, Have not, but necessary	j. Selection and changing major area of studyHave not discussed and not necessary	j. Selection and changing major area of studyN.A.
k. Help students to cope with their learning difficulties	k. Help students to cope with their learning difficultiesYes, Have discussed	k. Help students to cope with their learning difficultiesNo, Have not, but necessary	k. Help students to cope with their learning difficultiesHave not discussed and not necessary	k. Help students to cope with their learning difficultiesN.A.
l. Discussion about matching students’ learning styles with any particular course or instructor	l. Discussion about matching students’ learning styles with any particular course or instructorYes, Have discussed	l. Discussion about matching students’ learning styles with any particular course or instructorNo, Have not, but necessary	l. Discussion about matching students’ learning styles with any particular course or instructorHave not discussed and not necessary	l. Discussion about matching students’ learning styles with any particular course or instructorN.A.
m. How to improve study skills and time management	m. How to improve study skills and time managementYes, Have discussed	m. How to improve study skills and time managementNo, Have not, but necessary	m. How to improve study skills and time managementHave not discussed and not necessary	m. How to improve study skills and time managementN.A.
n. Students’ personal problems	n. Students’ personal problemsYes, Have discussed	n. Students’ personal problemsNo, Have not, but necessary	n. Students’ personal problemsHave not discussed and not necessary	n. Students’ personal problemsN.A.
o. Adaptability to university life and hall life	o. Adaptability to university life and hall lifeYes, Have discussed	o. Adaptability to university life and hall lifeNo, Have not, but necessary	o. Adaptability to university life and hall lifeHave not discussed and not necessary	o. Adaptability to university life and hall lifeN.A.
p. Psychosocial issues such as depression and fatigue, etc.	p. Psychosocial issues such as depression and fatigue, etc.Yes, Have discussed	p. Psychosocial issues such as depression and fatigue, etc.No, Have not, but necessary	p. Psychosocial issues such as depression and fatigue, etc.Have not discussed and not necessary	p. Psychosocial issues such as depression and fatigue, etc.N.A.
q. Inter-personal relationships such as family and friends	q. Inter-personal relationships such as family and friendsYes, Have discussed	q. Inter-personal relationships such as family and friendsNo, Have not, but necessary	q. Inter-personal relationships such as family and friendsHave not discussed and not necessary	q. Inter-personal relationships such as family and friendsN.A.
r. Application for scholarship	r. Application for scholarshipYes, Have discussed	r. Application for scholarshipNo, Have not, but necessary	r. Application for scholarshipHave not discussed and not necessary	r. Application for scholarshipN.A.
s. Application for financial aids	s. Application for financial aidsYes, Have discussed	s. Application for financial aidsNo, Have not, but necessary	s. Application for financial aidsHave not discussed and not necessary	s. Application for financial aidsN.A.
t. Political and social issues	t. Political and social issuesYes, Have discussed	t. Political and social issuesNo, Have not, but necessary	t. Political and social issuesHave not discussed and not necessary	t. Political and social issuesN.A.
u. Facing abuse from students, tutors or staff, e.g. the use of abusive languages during mentorship time	u. Facing abuse from students, tutors or staff, e.g. the use of abusive languages during mentorship timeYes, Have discussed	u. Facing abuse from students, tutors or staff, e.g. the use of abusive languages during mentorship timeNo, Have not, but necessary	u. Facing abuse from students, tutors or staff, e.g. the use of abusive languages during mentorship timeHave not discussed and not necessary	u. Facing abuse from students, tutors or staff, e.g. the use of abusive languages during mentorship timeN.A.

26_Stage 2_Teacher Survey - Evaluation of the Academic Advising Support at CUHK (The survey was closed)

General Information

Part A. Definition: How would you (as a teacher) define "Academic Advising" and what are your beliefs and motives for serving as an academic advisor? (Both Level 1 and 2 Advisors).

Part B. Barriers: What kinds of difficulties and barriers are you facing in providing academic advisory services to students at CUHK?

Part C. Arrangement: The support of administrative staff is one of the key factors to the success of the academic advising system. How do you think of the arrangement, roles of the administrative staff in the current academic advising system at CUHK?

Part D. Content: Any additional topics which you think should be covered and discussed during the academic advising process?

Part E. Evaluation: How do you evaluate your academic advising experiences and please provide recommendations for the betterment of academic advising.

For more information about the existing arrangement of the Academic Advising System, please refer to the OSA Website: https://www.osa.cuhk.edu.hk/f/page/230/1250/Academic%20Advising%20Handbook _August%202018.pdf

If you do not want us to contact you, you do not need to fill in the following information.

For more information about the existing arrangement of the Academic Advising System, please refer to the OSA Website:
https://www.osa.cuhk.edu.hk/f/page/230/1250/Academic%20Advising%20Handbook
_August%202018.pdf