ABSTRACT
This study examined the experiences of Student Success Program (SSP) advisers at PHINMA University of Iloilo in providing advising and counseling services. Using a qualitative phenomenological design, twelve advisers were interviewed to capture their narratives. Results revealed that advisers find fulfillment in supporting students’ academic and personal growth, yet face challenges such as heavy workloads, emotional labor, and limited counseling training. To cope, they employ strategies like collegial support, reflective practice, and adaptive time management. The findings highlight the crucial role of SSP advisers in fostering motivation, resilience, and belonging, aligned with PHINMA Education’s guiding mindsets of “I want,” “I can,” and “I belong.” Insights from this study inform enhancement strategies to strengthen institutional support, training, and workload management, ensuring advisers are empowered to advance PHINMA UI’s mission of making lives better through education.
Keywords: Student Success Program, academic advising, counseling services, adviser experiences, emotional labor, coping strategies
INTRODUCTION
Higher education institutions (HEIs) are responsible not only for developing students’ intellectual capacities but also for supporting their personal and emotional growth. Modern universities are expected to offer more than classroom instruction; they must provide services that address students’ holistic needs—helping them cope with academic demands, manage stress, and cultivate motivation to achieve their goals. As Nguyen et al. (2020) note, effective advising and counseling programs are essential to keeping students engaged, supported, and progressing toward degree completion.
In the Philippines, advising and counseling have become vital components of student support systems. Many Filipino students, especially those from low-income families, encounter obstacles that hinder academic performance, including financial limitations, family obligations, and emotional distress. According to Bernardo (2021), Filipino college students often experience stress and burnout, underscoring the need for guidance from trained and empathetic advisers. Thus, advisers and counselors contribute not only to students’ academic success but also to their mental well-being and personal development.
At PHINMA University of Iloilo (PHINMA UI), student development aligns with its goal of “making lives better through education.” The university aims to produce graduates who are competent, compassionate, and community-oriented. To achieve this mission, PHINMA Education established the Student Success Program (SSP)—a comprehensive support system designed to promote academic persistence and a complete approach to helping students succeed (PHINMA Education, 2023).
The SSP has three core mindsets — “I want,” “I can,” and “I belong.” These mindsets foster motivation, confidence, and students feeling that they belong (PHINMA Education, 2024). The “I want” mindset encourages goal-setting and aspiration; “I can” builds belief in one’s ability; and “I belong” strengthens social connection and inclusiveness. Together, these principles embody PHINMA Education’s holistic approach to student success.
Student Success Program Advisers (SSP advisers) are at the forefront of this initiative. Usually, faculty or staff members serve as mentors and counselors, guiding students in both academic and personal aspects. Their tasks include monitoring academic progress, providing emotional support, and helping students develop resilience and a sense of purpose. Cabansag and Castroverde (2023) emphasize that advisers and mentors play a key role in promoting engagement, persistence, and effective coping strategies among learners.
However, despite their vital contribution, advisers often face challenges such as excessive workload, limited counseling training, and emotional exhaustion (Bernardo, 2021; Cabansag & Castroverde, 2023). These challenges can affect the quality of support they provide.
SSP advisers share their experiences to provide deeper insight into how advising and counselling are practised at PHINMA UI. It reveals the challenges they encounter, the strategies they use to resolve them, and the personal meanings they attach to their work. As Nguyen et al. (2020) suggest, examining advisers’ perspectives can guide institutions in crafting more effective, student-centered advising systems.
The findings will provide valuable input to enhance PHINMA UI’s Student Success Program—helping ensure that advisers are fully equipped, supported, and empowered to advance the university’s mission of delivering transformative education that truly improves lives.
see PDF attachment for more information