Academic Advising as Intervention for Enhancing the Academic Success of “At-Risk Students” at a Comprehensive University in South Africa

Abstract

This article explores the role of an Academic Advising programme based on personal exchanges between academic staff member and students in enhancing the latter's academic success. The contribution focuses specifically on the relevance of "Academic Advising" as an innovative strategy for boosting the academic performance of extended diploma programme students. This strategy responds to the imperative to design appropriate interventions to effectively assist with increasing the academic success of students from disadvantaged school backgrounds, who are considered "at-risk" especially in their first year. Put differently, Academic Advising is an intervention aimed at identifying these "at-risk" students early in their first year of study, and supporting them holistically with the view to increasing "access for success" in Higher Education. Interviews with staff members and students are used to elicit both parties' experience of the particular intervention. It is shown that the success of this intervention is strongly linked to academic staff's ability to identify the personal struggles of individual students, namely, accommodation issues, reading and language challenges, and lack of career guidance. Besides improving students' academic performance, this intervention will create a sense of accomplishment, increased enthusiasm and confidence among these students, who did not initially meet the minimum entry requirements for Higher Education.

Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

“…This under-preparedness is accentuated by literacy issues, socioeconomic factors and lack of resilience. [1] These issues heighten stress levels, which affect academic performance and personal wellbeing. [2] Although psychological morbidity may be high among university students, it is often neglected in educational settings.…”

Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success

“…In South Africa (SA), greater synergy between primary, secondary and tertiary education sectors would likely facilitate easier university transitions for students (Strydom et al, 2016). However, at local and global levels, many government and/or public schools face continued challenges that prevent the adequate delivery of teaching and learning services to primary and secondary students, with significant deficits in resources such as qualified teaching professionals, funding, textbooks and safe and/or functional learning facilities (Chetty & Pather, 2015;Grayson, 1997;Nel, 2014;Webbstock, 2016).…”

“…Internationally, more especially in SA, these academic problems are experienced more profoundly by students with low levels of proficiency in the English language. At most HEIs, English is the predominant medium of instruction (Bojuwoye, 2002;Kerr, 2018;Kotzé & Kleynhans, 2013;Nel, 2014). Hence, in cases where students are not proficient in the language, they encounter serious difficulties in understanding course material in order to fulfil minimum academic requirements.…”

“…Local and international literature has foregrounded numerous non-academic challenges that students face in HE systems (Chetty & Pather, 2015;Kuh et al, 2007;Nel, 2014;Selesho, 2012;Tinto, 2014;UFS CTL, 2018;Webbstock, 2016;Wilson-Strydom, 2010). As is the case with academic challenges, non-academic challenges are multiple and complex, arising for many, interlinked reasons.…”

“…Primarily, non-academic challenges occur because students entering HE systems often do so from historically-underserved and disadvantaged positions. As such, many students lack the cultural capital that is necessary in order to make successful transitions to HE environments (Chetty & Pather, 2015;Kerr, 2018;Kuh et al, 2007;Nel, 2014). However, financially-related challenges tend to be particularly prevalent for students -especially if they originate from economically-challenged backgrounds.…”