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All Journal Nama jurnal : International Journal of Education and Humanities
Oneil N Madden
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Humanities Education Social Sciences Other

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Unwrapping Academic Advisement and Student Satisfaction in Higher Education in Jamaica: A Case of Two Private Institutions Oneil N Madden; Johnson, Jaemar; Daley, Jason-Lee; Fearon, Leroy
International Journal of Education and Humanities Vol. 5 No. 2 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i2.309

Abstract

Academic advisement and student satisfaction are critical components of student success in higher educational institutions, and they help to determine graduation success rates. Across the world, universities are giving more attention to students’ overall university experience and how they can make it more favorable. However, academic advisement and student satisfaction are understudied in Jamaican and Caribbean contexts. This study hopes to bridge that gap by adding to the scarcity of literature. To achieve this, the researchers sought to ascertain students’ perceptions of academic advisement at their university, factors influencing student satisfaction, and how they can be improved. Data was obtained from 62 students from Northern Caribbean University and the University of the Commonwealth Caribbean via a Google Forms questionnaire with both open- and close-ended questions. Data was analyzed using content and thematic analyses. The findings show mixed views concerning students’ perceptions of academic advisement, with most views trending negatively due to lecturers' lack of effective communication. Significant factors that affect student satisfaction include efficient communication, quality teaching and emotionally intelligent faculty, flexible learning and payment plans, student support services, appropriate learning facilities, and opportunities for holistic development. To improve the situation, students recommend enhanced communication and responsiveness, improvement in academic advising and support and systematic issues, and enhanced student engagement and well-being. The study has implications for academic advising and student satisfaction frameworks and how technology can be leveraged to improve communication outcomes
Effects of ChatGPT and Generative Artificial Intelligence in Higher Education: Voices of Jamaican Academic Faculty Oneil N Madden; Nattalie McKenzie; Jason-Lee Daley
International Journal of Education and Humanities Vol. 5 No. 2 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i2.314

Abstract

ChatGPT – the more competent non-biological other – continues to dominate discussions across universities worldwide, with varying views posited for both its inclusion and exclusion in the academic space. Over the past year, several Higher Education Institutions (HEIs) have tested and implemented policies to guide the inclusion of artificial intelligence (AI) for academic purposes. However, research and policies on ChatGPT are not advanced in the Jamaican and Caribbean contexts – a gap this study aims to fill. Consequently, this study investigated academic faculty’s knowledge, usage, and perceptions of ChatGPT, AI policies at their institutions, and the direction HEIs could take to develop appropriate guidelines. Thirteen lecturers from six institutions responded to an online questionnaire. The data was analyzed using qualitative content analysis. Findings reveal that, when the data was collected, the majority of the respondents had either basic notions or no knowledge of the characteristics of ChatGPT. Notwithstanding, the chatbot can help students with assignments and assist lecturers with lesson planning, research papers, and personal tasks. It can be a teacher’s assistant to enhance human knowledge. However, ChatGPT could lead to over-dependence and encourage intellectual laziness among students, which calls for lecturers to curtail assessments to focus on higher-order thinking skills. Furthermore, AI policies are lacking in local institutions, a problem that needs to be addressed promptly, and training and sensitization campaigns are necessary to promote ethical usage. The study has implications for AI frameworks in academic contexts
Characterizing a Student-centered University: What do students think? Oneil N Madden
International Journal of Education and Humanities Vol. 5 No. 2 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i2.321

Abstract

Higher education institutions cannot exist without students, deemed their primary asset. This is why many tertiary institutions have begun adopting a student-consumer approach to improve student satisfaction and student-centeredness. However, the concept of student-centeredness is understudied, and there remains no unified definition of what it constitutes. This study hopes to expand on the limited existing literature. To achieve this, the research sought to understand students’ perceptions of whether their institution is student-centered. Sixty-two students from two private universities responded to an online questionnaire. Data was analyzed using qualitative content analysis. Findings reveal that student-centeredness is complex, multi-dimensional, and viewed based on students’ expectations and experiences. Nevertheless, a student-centered university encompasses a safe and welcoming learning environment that validates students’ efforts, listens to their concerns and recommendations, caters to their holistic development, and provides the requisite resources for student success. Even though both private institutions make some efforts to be student-centered, findings suggest notable weaknesses that undermine total student-consumer satisfaction, which raises the need for operational and policy review. Improvements in communication, responsiveness, and a better balance between financial goals and student well-being are needed to improve student-centeredness. The study has implications for how technology could enhance student satisfaction outcomes
Co-Authors Daley, Jason-Lee Fearon, Leroy Jason-Lee Daley Johnson, Jaemar Nattalie McKenzie