Academic advising delivered differently: building an advising capability for regional Australian universities

Reimers, B. M.

doi:10.1080/1360080x.2022.2109556

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Therefore, institutions might need to have mechanisms in place to enable students to change advisers. Interestingly, some institutions employ staff with the specific responsibility of advising and tutoring only (Reimers, 2022;Smith, 2022), which can allow for focused, targeted interventions (Loonat et al, 2022), and strategic resourcing that reduces staff resource costs (Reimers, 2022;Smith, 2022). Students, however, prefer that advisers understand their courses (Grey & Osborne, 2020).…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University

Rogerson,

Bosch,

Jacobi

et al. 2024

JUTLP

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Academic advising can support students’ academic development and intrapersonal skills whilst fostering a sense of belonging at university. Despite recent advancements in knowledge and practices, it is not clear how best to support minoritised students, who experience outcome differentials and life circumstances that differ from the majority. Following a reciprocal mentoring programme pairing academic staff and minoritised students at a UK university, we explored students’ academic advising experiences. Qualitative data were collected and analysed via framework analysis. The mentoring led to both groups improving relational understanding. Ten themes categorised into three domains (Personal Factors, Institutional Factors and Interplay Between Personal and Institutional Factors) highlighted complex issues that affect students’ day-to-day lives, their ability to engage with academic advising, and factors that affect academic advising practices. Recommendations such as strategies to improve relationships, structured and developmental advising models, and guidance to improve role-specific clarity are provided.

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Section: Discussionmentioning

confidence: 99%

Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University

Rogerson,

Bosch,

Jacobi

et al. 2024

JUTLP

View full text Add to dashboard Cite

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Academic Advising: Convenience and Effectiveness in Traditional and Distance Learning

Starosta

2024

OEEMU

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The global Covid-19 pandemic has contributed to the accelerated development of distance learning in higher education institutions and, as a result, distance synchronous and asynchronous advising using various digital tools has become widespread. The aim of the study is to identify and compare the views of students, PhD students regarding the convenience and effectiveness of academic advising in the conditions of traditional/auditory and distance learning. The author conducted an anonymous online survey Google Forms of 3037 respondents (140 PhD students, 2897 Bachelor and Master students) during 2020-2023; used IBM SPSS Statistics 23 for statistical analysis. Research shows that convenience and efficiency of academic advising improves in the direction (the mean values of convenience, efficiency and the corresponding percentages with a sufficient and high level for each academic advising form): auditory individual advising – students (M=3,38; 46,5%) → PhD students (M=3,95; 70,0%); auditory group advising – students (M=3,32; 45,2%) → PhD students (M=3,62; 60,7%); distance advising – students (M=3,32; 44,2%) → PhD students (M=3,73; 60,0%); written advising – PhD students (M=2,44; 21,4%) → students (M=2,58; 18,6%). All researched groups of respondents (students and PhD students) have maximum convenience and effectiveness in auditory and distance advising, and the least in written advising (departmental/auditory stands). The analysis shows similar results in dynamics over four years for all compared student groups according to various characteristics (gender, year of the survey, specialty, educational level, form of study) advising improvement in the direction of written → distance, auditory form. Calculation t-test shows that in most cases there are no statistically significant differences (p≤0,05) in the convenience and effectiveness advising between all independent samples of students in the following cases: for all forms academic advising to various characteristics (educational level, gender and most other; level of educational achievements for distance advising). The study found an upward trend in the rating traditional/auditory advising for students with sufficient and high levels of academic achievement. At the same time, distance advising has similar convenience and effectiveness for students with different levels of academic achievement.

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Academic advising delivered differently: building an advising capability for regional Australian universities

Cited by 2 publications

References 11 publications

Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University

Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University

Academic Advising: Convenience and Effectiveness in Traditional and Distance Learning

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