# Elevating Academic Advising: Natural Language Processing of Student Reviews
## 5 Discussion
Despite these advancements, our findings indicate that the use of digital resources and virtual meetings did not significantly affect the student reviews for the academic advisors. In contrast, prior studies have highlighted that academic advisors who leverage virtual meetings and advanced technology were associated with higher ratings [19; 20]. Furthermore, previous studies have shown that academic advisors characterized as empathetic, responsive, and helpful were more inclined to receive elevated ratings from students [21; 22]. Likewise, our study indicates that academic advisors whom students perceived accessible, friendly, and empathetic to their academic needs were significantly more likely to receive positive reviews. When these words were incorporated into student reviews, they were 2.5 times, 4.3 times, and 6.2 times more inclined to be positive, respectively. Furthermore, this study underscores the importance of instilling confidence and having a strong knowledge of academic programs, policies, and university resources to provide accurate guidance. Advisors who were described as confident and well-informed consistently received higher reviews than those who were not. As evidenced by this study, students pay close attention to the aforementioned qualities as they significantly impact their experiences with academic advisors. Students' academic goals and needs emerged as substantial factors influencing both highly positive and considerably negative student reviews of academic advisors. The most commendable reviews praised advisors for their pivotal role in guiding students toward graduation or postgraduate studies, lauding their aforementioned skills and qualities. In contrast, unfavorable reviews frequently highlighted students' experiences of unaddressed concerns, revealing persistent challenges in the student-advisor interaction that impacted their evaluations. [PERSON] et al., in their study on students' perspectives on academic advising, emphasized that academic advising should be directed toward achieving higher retention and graduation rates [23]. Their research underscored that students typically have high expectations for academic advising to support their path to graduation. Our study adds to the growing body of literature on advisees' expectations. Students often anticipate that academic advisors will play a significant role in assisting them to achieve academic milestones like graduation or postgraduate studies. However, when these expectations are not met, student dissatisfaction tends to intensify, which is often reflected in their feedback. Therefore, this study emphasizes the significance of assessing these expectations before putting academic interventions into practice. Advisors who can dispel any misconceptions about the extent of academic advising's role in supporting graduation are better positioned to mitigate potential dissatisfaction and effectively address these concerns. Drawing from the insights gleaned in this study, it is crucial for academic institutions to leverage comprehensive evaluations to further enhance the performance and effectiveness of their academic advisors, ensuring that they meet the diverse needs of today's students. Historically, academic advisor training and upskilling has not been the norm. However, [PERSON] et al. highlighted the necessity of comprehensive training and continuing professional education and development for academic advisors [24]. The current study reaffirms the significance of integrating these educational initiatives into the development of academic advisors in their academic roles. Enhancing the abovementioned skills and qualities significantly improves the student experience and, consequently, enhances academic advisor evaluations.