Characterizing the Quality of Educational Services Among
Local Colleges Towards ASEAN Integration
David Cababaro Bueno, MS, MPM,MBA,Ed,D., DBAc
Dean, Graduate School and Director, Research and Publications
Columban College, Inc.
Olongapo City, Philippines 2200
docdave30@yahoo.com / docdave3090@gmail.com
Abstract— In today's competitive academic environment where students have many
options available to them, factors that enable educational institutions to attract and
retain students should be seriously studied. The purpose of this study was to
analyze the factors contributory to the graduating students’ satisfaction studying in
local colleges based on various dimensions. The researcher employed the
descriptive-survey method of research. Primary data were collected using
standardized closed-structured-questionnaire and documentary analysis. The data
were statistically treated using Percentage, Mean and Analysis of Variance (ANOVA).
The graduating students were satisfied on various dimensions quality educational
services of local colleges. Local College 3 got the highest rating on reputation due to
its accreditation status by external accrediting agency. There were no significant
variations found in relation to the degree of satisfaction of graduating students
across local colleges relative to various dimensions of service quality such as nonacademic aspects, academic aspects, design, delivery and assessment, group size,
program issues, and access. However, significant variations were found in relations
to reputation as dimension of quality. It is important for the local colleges to work
continuously towards ensuring that the service provided really exceed the
expectation of students thereby increasing their market share towards ASEAN
integration.
Keywords—Educational quality, local colleges, educational services, ASEAN integration,
descriptive-survey method, Olongapo City, Philippines
INTRODUCTION
In today's competitive academic environment where students have many options
available to them, factors that enable educational institutions to attract and retain students
should be seriously studied. Higher education institutions, which want to gain competitive edge
in the future, may need to begin searching for effective and creative ways to attract, retain and
foster stronger relationships with students. As a public organization, it has to depend on the
interaction and mechanism of the market. As a result, competition to woo as many students as
possible or so-called “potential customer” may become more and more intense.
Continuous quality improvement is a philosophy. Within this philosophy is a set of broad
principles and values that provide guidance on how to restructure and improve organizations.
Continuous quality improvement requires an organization to meet or exceed the customer’s
expectation of quality. Student satisfaction surveys are commonly used in higher education
institutions internationally as feedback mechanisms to determine the delivery of education.
Ford and Bach (1997) concluded that the most critical challenge facing educators is to
identify and implement the most appropriate methods for measuring quality of the service
experience. At higher education institutions student satisfaction studies are a means of selfexamination that enables them to measure their students’ satisfaction on a wide range of
college experiences. By “sounding out” student satisfaction, institutions are able to identify
institutional strengths as well as areas in need of improvement. Harvey (2003) contended that
student satisfaction surveys are tools which institutions can use to assess the complexity of the
total learning experience.
These assessments provide information on students’ perceptions of a range of services
and experiences. Harvey (2003) is of the opinion that this may include perceptions of the
learning and teaching, the learning support facilities (such as libraries, computing facilities), the
learning environment (lecture rooms, laboratories, social space and university buildings),
support facilities (student accommodation, health facilities, student services) and external
aspects of being a student (such as finance, transport infrastructure).
Furthermore, in this world of cutthroat competition, an organization needs some
competitive advantage to sustain. Customer satisfaction and loyalty could be considered as an
important tool to maintain a competitive advantage. An organization should give a special
attention to its service quality which can help its organization to differentiate itself from other
organization, and results to long term competitive advantage. Delighting the customer is the
core message of the total quality approach (Owlia and Aspinwall, 1996). A customer is the
individual or organization that actually makes a purchase decision, while a consumer is the
individual or organizational unit that uses or consumes a product (Stanton et al., 1994).
In the higher education sector, it is difficult to manage the institutions from the
marketing point of view because the concept of customer has not been clearly defined. “Unlike
other service industries, which hold satisfaction as a goal in and of itself, colleges and
universities typically perceive satisfaction as means to end. Higher education tends to care
about student satisfaction because of its potential impact on student motivation, retention,
recruitment efforts, and fundraising” (Schreiner, 2009).
“Even though satisfying the wants and needs of customers of is not a new
organizational concept for business institutions, customer orientation has been
underemphasized in universities compare to profit-oriented organizations. Students are the
“customers” of a university” (Huang, 2009). But Waugh (2002) suggested that viewing students
as customers created some tensions in universities seem to be too aligned with business.
As per Seymour (1993), developing satisfied student should be a primary goal of higher
education. Developing customer (student) satisfaction at universities level is crucial. If this is
achieved, it will facilitate the strategic objectives of the university more effectively.
Several researches have been conducted on service quality delivery and student
satisfaction in the university. Every educational institution needs to understand its internal
strength and weakness, and external opportunities and threats. In local colleges, students come
from different towns and provinces with different cultural backgrounds. Thus, their expectation
and perception of satisfaction may differ. Local colleges are not only competing with the local
universities but also many other private colleges in the area. Considering the whole world as a
single market and every college as a competitor, one can say there is an intense competition.
Student satisfaction plays a crucial role for the success of a local college. As argued by Berry
(1995), service is one of the important factors enhancing value, and can positively influence a
college’s success. The student perception about satisfaction can act as an essential tool to
enhance the colleges’ service quality.
This study examined “the relationship between the variables of service quality and
student satisfaction among graduating students in the local colleges in Olongapo City and
Zambales”. The purpose of this study was to identify the factors that contribute to graduating
student satisfaction studying in the local colleges.
OBJECTIVES
The purpose of this study was to identify the factors that contribute to graduating
students’ satisfaction studying in Local Colleges (LC) in Olongapo City and Zambales with the
following objectives:
1. To analyze the perceived service quality among local colleges based on nonacademic, academic, design, delivery and assessment, group size, program issues, reputation,
and access.
2. To determine the overall satisfaction of respondents among LC.
3. To analyze the significant variations on the perceived service quality across LC.
4. To analyze possible implications drawn for the improvement of quality services and
students satisfaction among colleges towards ASEAN integration.
METHODOLOGY
The researcher used quantitative survey as the major method. Quantitative surveys are
designed to fit a questionnaire schedule. This method of research is designed to gather
information on conditions existing at a particular period. Descriptive surveys are usual kinds of
measure with test and scales.
The population of the study covered the graduating students for the Academic Year
2014-2015 of the Local Colleges (LC) such as Gordon College in Olongapo City; and Kolehiyo Ng
Subic and Botolan Community College in Zambales. They were chosen purposively with the help
of the school administrators and faculty members with the assistance of the admissions and
registration office.
The primary data were collected using standardized closed structured questionnaires
which were adopted by the researcher. These questionnaires were self-administered among the
respondents in order to collect the completed responses within a short time possible. In this
research, there were seven (7) variables of service quality. These were academic aspects, nonacademic aspects, design, delivery and assessment, group size, program issues, reputation and
access. The reliability of the questions for each variables are obtained when Cronbach’s
coefficient alpha is at least 0.6. And the internal consistency and reliability of the questions will
be considered higher, if the result is near to 1. During the reliability test some items did not
correlate well: group size (the number of student’s enrollment in one class is small) and access
(the staff is easy to contact). Thus, to improve the Cronbach’s alpha score, the researcher
removed those items from the constructs. Although, the instrument was already standardized,
the researcher will be pilot tested to the senior students of Limay Polytechnic College in Limay
Bataan, for face validity.
Data collected was compiled, sorted, edited, classified, coded and analyzed using the
following tools: Percentage, Mean, and ANOVA.
RESULTS AND DISCUSSION
1. Service Quality among Local Colleges (LC)
1.1 Non-academic Aspects
The graduating students from the three colleges reported the same level of agreement
relative to various indicators. They agree that staff respect rule of confidentiality when they
disclose information to them, administrative staff shows positive work attitude towards
students, when the staff promises to do something by a certain time, they do so, administrative
staffs have good knowledge of the systems, and inquiries are dealt with efficiently
administrative staff.
However, they moderately agree that administrative staff communicates well with
students, and when they have problem, administrative staffs show a sincere interest in solving
it, administration offices keep accurate and retrievable records, administrative staffs provide
caring attention, and students are treated equally by the staff.
Thus, the overall assessments of the graduating students in relation to non-academic
aspects among colleges are 3.37 (LC1), 3.35 (LC2) and 3.38 (LC3) giving and overall wx of 3.38
(moderately agree). This means that the graduating students rated the same degree of
satisfaction relative to non-academic aspects across colleges.
Kotler and Clarke (1987) define satisfaction as a state felt by a person who has
experience performance or an outcome that fulfill his or her expectation. Satisfaction is a
function of relative level of expectations and perceives performance. Furthermore, this means
the student expectation may go as far as before the students even enter the higher education,
suggesting that it is important to the researchers to determine first what the students expect
before entering the college. In addition, it is believed that satisfaction actually covers issues of
students’ perception and experiences during the college years. While most student satisfaction
study focus on the perspective of customer, various researchers are facing a problem of
creating a standard definition for student satisfaction thus providing a need of customer
satisfaction theory to be selected and modified so that it can explain the meaning of student
satisfaction in reference to non-academic aspects of quality service. Even though it is risky to
view students as customer, but given the current atmosphere of higher education marketplace,
there is a new moral prerogative that student have become “customer” and therefore can, as
payers, reasonably demand that their views be heard and acted upon. Moreover, research has
identified one non-traditional predictor of college retention: student perceptions of service
quality for non-academic factors within college setting. Additionally, as expressed the
administrative concern of responding to expectations in pursuit of service quality. This means
that the expectations act as a moderating variable in the relationship between service quality
and satisfaction, employees and staffs need to deliver against expectations, no matter the level
of those expectations. This could result in service quality levels being lowered for lower
customer expectations, and the inability to generate a high level of customer satisfaction when
expectations are very high. The satisfaction plays a major role in the determining the originality
and accuracy of a system especially the educational system as higher the level of satisfaction
the higher will be the level of students’ grooming their skill development, course knowledge and
mentality. According to Zeithaml (1988) satisfaction is the resultant outcome of an institution’s
administrative as well as educational system’s coherent performance. Because the students will
be more satisfied and motivated for completing their studies if the institution provides an
environment which facilitates learning i.e. the institution contains proper infrastructure for
educational utility accumulated with essential parameters of professional and academic
development.
1.2 Academic Aspects
The graduating students reported they agree that the instructors are highly educated in
their respective fields, manifest awareness of modern educational trends, has the knowledge to
answer my questions relating to the course content, deals with me in a courteous manner,
show positive attitude towards students, and communicates well in the classrooms. Moreover,
documentations and provision of feedback are provided adequately by the instructors, and they
show sincerity in solving problems with the students. However, it is commonly noted among
colleges that handouts are provided adequately by the instructor. Thus, the overall satisfaction
of students are recorded as 3.57 (LC1), 3.64 (LC2), 3.83 (LC3) which resulted to the overall
computed wx as 3.68, which means agree.
These findings are supported by the earlier researches on service quality in higher
education which emphasized academic more than administration, concentrating on effective
course delivery mechanisms and the quality of courses and teaching though the teaching staff
or instructors (Cheng and Tam, 1997). However there are also an attempt to look upon the
administrative side of higher institution which attempt to measure student perception of
registration and academic advising across different faculties and other administrative services to
assure positive quality service that compliments the academic. Some essential characteristics
identified such as ‘knowledge and experience of academic staff, quality of lectures, relevance of
course material and quality of seminars, show strong resemblance to the academic aspect of a
student’s college experience. Thus, teachers’ ability, excellence, coordination and reasonability
greatly influence students’ class performance. This means that the students are greatly
influenced by the educational activities their teacher or instructor coordinates for them. The
researcher believed that the instructors who teach with punctuality, accuracy, reasonability and
logical approach in a student friendly manner are more popular and efficient to the students.
Because students level of satisfaction increases by working with those instructors and lecturers
who properly handle the assignments, projects, exams and facilitate students’ logical reasoning
and aptitude development.
1.3 Design, Delivery and Assessment
The graduating students strongly agree that timing of the class is suitable to them.
While they simply agree that teaching methodology is appropriate, methods and strategies that
are used contribute to the development of desirable values, varied methods and innovative
approaches are used, adequate laboratory facilities are available for laboratory courses,
curricula designed by the college are up to date, the assessment and the grading by the
instructor are fair, the grading policy is made known to the students, and the evaluation
activities measure the attainment of objectives stated in the syllabi. Thus, the overall
satisfaction of students are recorded as 4.08 (LC1), 4.09 (LC2), 4.12 (LC3) which resulted to
the overall computed wx as 4.09, which means agree.
The findings identified that the main factors that could affect the level of students’
satisfaction were students’ perception on learning and teaching process, support facilities for
teaching and learning such as (libraries, computer and lab facilities), learning environment
(rooms of lectures, laboratories, social space and university buildings), support facilities (health
facilities, refectories, student accommodation, student services) and external aspects of being a
student (such as finance).
With all these capabilities, a local college will be able to meet student expectations and
compete competitively. This only means that the perceived quality is defined as the ones’
justification about the excellence of a product or service.
The service quality is so called the better and standardized output delivered by a service
through proper design, delivery and fair assessment. The service quality in the educational
sector particularly in the higher educational institutions is the fundamental aspect of educational
excellence. When students perceive the institution’s quality and standardized learning
environment facilitated with intellectual faculty, appropriate facilities of learning and
infrastructure, their interest in their organization will explicitly be retained. The students are
motivated from the academic as well as the administrative efficiency of their institution. The
organizational harmony, teachers’ intellectual ability, professional development, transparency in
students’ evaluation, feedback and training are the important features that mentally develop the
students.
Therefore, the maintenance of other essentials of quality service in education with a
well-managed and updated libraries, security systems, facilities, class decoration and facilitation
with multimedia and sitting arrangements along with administrative staff’s cooperation play a
vital role in educational support and development. Thus, both academic and administrative
issues of an institution are extremely important in determining the performance of students,
development of organizational image and quality assurance.
1.4 Group Size
The students strongly agree that small class size helps the class make more interactive.
Moreover, they strongly agree that a smaller the class size helps student better understand the
lesson in class. In addition, the graduating students from theses local colleges simply agree
relative to the level of their satisfaction on following items: the number of students’ enrollment
in one class is small; the class size allows active participation of each student in a class
discourse; he ratio of faculty members and students per field of specialization assures rich
opportunities for interaction; the ratio of faculty members and students per field of
specialization assures rich opportunities for discussion leadership; the ratio of faculty members
and students per field of specialization assures rich opportunities for research presentations; the
ratio of faculty members and students per field of specialization assures rich opportunities for
individualized evaluation of students; the number of students per program allows active
participation in co-curricular activities; and the number of students per program allows active
participation in extra-curricular activities. Thus, the overall computed wx per college are 4.11
(LC1), 4.11 (LC2), and 4.15 (LC3). When taken as a whole, the overall satisfaction rating is
relative to group size as dimension is 4.12. Navarro et al. (2005) mentioned that students
evaluate the quality of organization on the basis of tangibility (teachers and student ratio),
reliability and responsiveness (methods of teaching) and management of the institution and
these factors have direct influence on the level of students’ satisfaction.
In other words, the availability of other academic factors like intellectual faculty,
advisors, and sufficient number of faculty with appropriate educational qualification to facilitate
student’s activities and academic needs are the features that an institution needs for its
students’ better performance and satisfaction. The services quality is mostly recognized by the
cooperation of the administrative staff well as the faculty staff with the students. Thus, majority
of the students get de-motivated if they found that the staff is not adequate and compassionate
and kind. Thus, for quality assurance an institution must train its teaching staff members in a
way that it may create a sense of facilitation by means of coordination, cooperation,
compassion and empathy.
1.5 Program Issues
The students are very positive as shown by their strong level of agreement on the
orientation conducted to new and old students to the institutional philosophy-vision-mission and
program objectives, and systematically arranged learning experiences that are interdisciplinary
and multidisciplinary. Moreover, they simply agree on the following items: the college runs
excellent quality programs; the specific objectives of the program of study are attainable; the
philosophy / vision-mission statement of the institution are printed in a catalogue or prospectus
readily available for prospective students and other persons concerned; the specific objectives
of the program of study are printed in a catalogue or prospectus readily available for
prospective students and other persons concerned; the program of studies is consistent with
national and international development goals; the college offers programs with flexible
structure; the college offers a wide range of programs with various specializations; and the
college operates an excellent counseling service.
Thus, the overall computed wx per college are 4.00 (LC1), 4.02 (LC2), and 4.05 (LC3).
When taken as a whole, the overall satisfaction rating is relative to group size as dimension is
4.03. The findings emphasized that the perception on service quality of higher learning by the
students was relative to the following; quality program offerings, ability to create career
opportunities, issues of the program, physical aspects, clear and precise philosophy including
the vision, mission and program objectives, and others. Meanwhile, he ranked academic
program reputation as first and later followed by program issues, physical aspects and choice
influences. Similarly, Kuh and Hu (2001) posit that student success is defined broadly including
academic achievement, engagement in educational activities, satisfaction, acquisition of desired
knowledge, skills and competencies, persistence, attainment of educational objectives, and
excellent counseling service with highly structured but flexible program offerings.
1.6 Reputation
They all agree that the college has a professional image and the academic program run
by the college is reputable. Accordingly, they mentioned that the graduates are easily
employable. Moreover, the performance rating in the national board examinations are above
the national passing rate. The college’s philosophy/ vision-mission statement is geared towards
internationalization. There are awards and certification from external agencies and are
recognized by the community through its accreditation status or government recognition.
Moreover, they are satisfied that the college is managed by a group of officers and academic
staff with appropriate educational qualification. Thus, the overall computed wx per college are
3.47 (LC1), 3.61 (LC2), and 4.10 (LC3). When taken as a whole, the overall satisfaction rating is
relative to group size as dimension is 3.73.
Reputation is a factor of quality school, which is tied closely to management’s capacity
to foster an organizational climate directed at serving the needs of its students and other
stakeholders and to the image of the institutions. Students believed the college’s reputation is
related to employability and that it influenced their future job prospects. The overriding purpose
of attending college for many students is to increase the likelihood of securing a job after
graduation. Therefore, the students were in agreement that they wanted their college and
degree classification to be recognized when applying for jobs upon completion of their degree.
One participant claimed that: “You could have an amazing time at a less reputable college, but
sooner or later it all comes down to employability, and this is not going to work as well if the
reputation of the college is not there.” Understanding the performance of different service
quality characteristics is critical to enable college service management to understand how to
improve service quality and reputation. Thus, the institutions need to continue to deliver a high
quality service and satisfy students in order to succeed in a competitive service environment.
1.7 Access
They strongly agree that the school offers scholarships and financial assistance to needy
but qualified students, and the school’s tuition and other fees are affordable. The school is
conveniently located to students. In addition, they agree on the following items: instructor
allocates sufficient time for academic consultation; the administrators are always available for
student’s academic-related needs; instructor is never too busy to respond to my request for
assistance; the office staffs are easy to contact; the school’s information is accessible through
printed or non-printed materials by prospective students and other persons concerned; the
school accommodates international students; and the academic and student service offices are
always open for students needs. Thus, the overall computed wx per college are 3.77 (LC1),
3.93 (LC2), and 4.12 (LC3). When taken as a whole, the overall satisfaction rating is relative to
group size as dimension is 3.94.
Regarding the analysis of the quality access to non-academic service quality perceptions,
the dimensions of tangibles and empathy were found to be statistically significant in predicting
overall student satisfaction. This study significantly links perceptions of access to service quality
to student satisfaction. Moreover, information about educational program must be kept
available. Student accessibility to information about the contents and operation of the
educational program for the service must be displayed at the education and service premises at
a place accessible to parents of children being educated and cared for by the service; and a
copy of the educational program must be available at the college’s premises.
2. Overall Satisfaction of Respondents among Local Colleges
The graduating students from local college 1 are satisfied as to their level of agreement
with a computed wx of 3.89, while 3.94 for local college 2 and 4.10 for local college 3. The
overall satisfaction rating is 3.97, which means agree. Thus, the graduating students from
theses local colleges are satisfied relative to the services offered by their respective colleges. A
definition of quality revolves around the idea that quality has to be judged on the assessment of
the students as user or consumer of the service. The construct of quality as conceptualized in
the services literature is based on the perceived quality. Perceived quality is defined as the
consumer’s judgment about an entity’s overall experience or superiority. Similarly,
Parasuraman, Zeithaml and Berry (1990) also concluded that student’ perceptions of service
quality result from comparing expectations prior to receiving the service, and their actual
experience of the service. Perceived quality is also seen as a form of attitude, related to, but
not the same as satisfaction, and resulting from a comparison of expectations with perceptions
of performance. Therefore, perceived service quality could be the product of the evaluations of
a number of service encounters and in this case, of a student, these could range from
encounters with administrators, office staff, to encounters with instructors, lecturers, the head
of departments, etc…As a result, if an organization regularly provides service at a level that
exceeds customer expectations, the service will be evaluated as high quality. In contrast, if a
college fails to meet student’s expectations, the service will be judge as poor quality.
3. Significant Variations on the Perceived Service Quality Across Local Colleges
No significant variations are found relative to the degree of satisfaction of graduating
students across local colleges relative to various dimensions of service quality such as nonacademic aspects, academic aspects, design, delivery and assessment, group size, program
issues, and access. However, significant variations are in relations to reputation as dimension of
quality. These results can be traced back from the previous results where graduating students
from LC3 gave the highest satisfaction rating relative to reputation. Thus, performance
measurement of service quality at higher learning institutions is strongly embedded to the
matching between students’ expectation and their experience of a particular service. Generally,
students evaluate and judge the service quality to be satisfactory by comparing what they want
or expect against what they are really getting. The researcher believed that the behaviors and
attitudes of students as consumers of services contact internal stakeholders primarily determine
the perceptions of the service quality provided. This means, human interaction element is
essential to determine whether students consider service delivered satisfactory or not. Apart
from that, higher learning institutions need to have appropriate infrastructure too such as
administration and academic aspects, quality of instruction through qualified instructors, school
reputation, accessibility of the delivery of services, well-managed class size, clear vision and
mission statement as well as programs goals and objectives.
IMPLICATIONS FOR FUTURE RESEARCH
Determining and assessing students’ satisfaction with their educational experiences is
not easy, but can be very helpful for the college to build strong relationship with their existing
and potential students. The results indicated that both groups of students have strong
relationship with depending variable and indicators of service quality. Furthermore, the results
of the study declared that the areas of the college’s services quality that attain the
requirements and needs of students and their expectations have better potential to build strong
relationship with student satisfaction. The results also indicate that generally graduating
students are satisfied with the service quality performed by the local colleges such as nonacademic aspects, academic aspects, design, delivery and assessment, group size, program
issues, reputation, and access. In other words, local colleges have successfully implemented
their strategic improvement service quality. It is important information to build market positive
perception on local colleges in serving its customers. It will leverage customers’ intention and
brand awareness of local colleges’ quality, especially for local students. It is one of the main
parts of Philippine Higher Education’s strategic platform, which is to attract as many students as
possible to study and take post-secondary degree. Therefore, it is important for higher learning
institutions especially local colleges to work continuously towards ensuring that the service
provided can really meet or exceed the expectation of students. For those are able to do it, will
have the advantage to be more competitive and resilient.
The graduating students from various local colleges were satisfied on various
dimensions such as non-academic aspects, academic aspects, design, delivery and assessment,
group size, program issues, reputation and access. Local college 3 got the highest rating in
terms of reputation due to its accreditation status by external accrediting agency aside from
government recognition by the Commission on Higher education. There were no significant
variations found in relation to the degree of satisfaction of graduating students across local
colleges relative to various dimensions of service quality such as non-academic aspects,
academic aspects, design, delivery and assessment, group size, program issues, and access.
However, significant variations were in relations to reputation as dimension of quality. It is
important for higher learning institutions especially local colleges to work continuously towards
ensuring that the service provided can really meet or exceed the expectation of students. For
those are able to do it, will have the advantage to be more competitive and resilient. It is not
about big or small but speed. Small higher learning institutions, which can make quick and
better decision, have better potential to increase their market share. By doing so, higher
learning institutions from Philippines can become a major force in the industry at both
Philippines and ASEAN market.
The administrative staff of local colleges should communicate and treat well and be
sensitive to of students. They should keep students’ records accurately and have faster retrieval
upon request by the students to further improve the non-academic aspect for service quality.
Instructional handouts should be provided adequately by the instructor to the students, and
provision of adequate laboratory facilities should be explored and made available for laboratory
courses. The ratio of faculty members and students per field of specialization should be
reviewed to further enrich opportunities for interaction. The specific objectives of the program
of study should be printed in a catalogue or prospectus readily available for prospective
students and other persons concerned. Moreover, the college should maintain an excellent
counseling service to students to further improve issues related to program. The administration
of local colleges should revisit their philosophy/vision-mission statement towards
internationalization. They should likewise increase the number of awards and certification from
external agencies to boost the reputation of the school. To further improve access to service
quality, the instructor should allocate sufficient time for academic consultation. Moreover, the
school should explore accommodating international students.
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