Using the “advising is teaching” framework, this chapter addresses the bases for the study of academic advising from both an approach to the work involved (“scholarly advising”) and as an area of inquiry (“scholarship of advising”). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.

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Research in advising and tutoring in Higher Education (HE) is mostly focused on the US context and, although this literature is widely available, it lacks a systematic, logical path to discovery and access (Troxel et al., 2021). This research topic is aligned with a content analysis of global advising literature, led by Dr. Wendy Troxel at NACADA, which will help to address this issue and identify new avenues of enquiry, focusing in particular on strengthening the evidence-base for advising practice. In an international context, we believe advising and tutoring to be of great importance and, in that regard, global research will help to build a credible evidence base for our practice and to acknowledge the centrality of high quality advising and tutoring to teaching, learning and student success. The promotion of personalized, even individualized, learning is now at the heart of most HE institutional missions, and many universities are currently reviewing their strategic and operational tutoring infrastructure (Lochtie et al., 2018;Thomas, 2012, Thomas, 2017. Indeed, agendas align worldwide to both expand and diversify HE and there is a global focus on understanding the factors that drive student persistence, student outcomes and employability, as well as the context of the role within HE. Personal tutoring has been proven to play a pivotal role creating a bridge between individual students and large and potentially anonymous institutions (Thomas and Hixenbaugh, 2006;Thomas, 2017). In the wake of the Covid19 pandemic, these personal connections need to be emphasized and it is vital that we continue to address known disparities in HE, improve access and participation and redress the marginalization of certain student groups and identities within institutions and disciplines. We believe that effectively tackling these issues will require strategic, connected, purposeful and effective ways of working across recognized institutional and international boundaries. This significant shift in the national and international learning, teaching and student experience cannot be addressed without due regard to the strategic placement of advising and tutoring within universities, in a bid to continuously improve HE learning cultures. Moreover, approaches will increasingly have to understand the challenges and opportunities afforded to us by online instruction and the realization of the blended model of learning and teaching. Recently, Effective Personal Tutoring in Higher Education was published (Lochtie et al., 2018), promoting a more evidence-based approach to advising and tutoring practice and situating it within the wider, international literature

Using the “advising is teaching” framework, this chapter addresses the bases for the study of academic advising both from an approach to the work involved (“scholarly advising”) and as an area of inquiry (“scholarship of advising”). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.

In this chapter, the challenges and controversies of faculty advising are addressed in a panel‐discussion format, from the various lenses of academic leadership, faculty, and faculty development. The panel discusses issues of workload, promotion and tenure, and accountability related to academic advising roles and responsibilities.