Exploring Academic Advising Support Services at Selected Cebu Technological University Campuses: Perspectives of Faculty Advisers

Academic advising support services are critical in higher education institutions (HEIs) for promoting student achievement, retention, and overall growth. This study explored how faculty advisers’ experiences and perceptions of academic advising support services were operated at Cebu Technological University (CTU), concentrating on institutional regulations, adviser functional responsibilities, communication strategies, and implementation issues. A qualitative-descriptive research approach was employed, using focus group discussions to collect faculty members’ experiences and perspectives on academic advising. Purposive sampling was used to pick fifteen (15) regular faculty advisers from three CTU campuses: Moalboal, Malabuyoc, and Argao, to engage in focus group discussions. Thematic analysis was used to examine the data in accordance with Braun and Clarke’s framework. The results revealed three important themes: (1) policy, (2) function, and (3) communication. The findings demonstrated that, while academic advising is nominally acknowledged in institutional regulations, these policies are frequently applied passively, resulting in discrepancies and gaps between policy aims and practice. Advisers encountered obstacles, including enormous workloads, time constraints, ambiguous advising frameworks, and insufficient institutional support. Despite these limits, faculty advisers displayed dedication by offering personalized advice, engaging in reflective practice, improving interpersonal communication, and pursuing professional development opportunities. The study indicates that improving academic advising in higher education institutions involves clearer institutional frameworks, consistent policy implementation, appropriate resource allocation, professional recognition of advising positions, and improved communication systems. The findings offer evidence-based insights that may assist higher education administrators and policymakers in improving academic advising support services to better address students’ academic and developmental needs.