Editorial: Academic Advising and Tutoring for Student Success in Higher Education: International Approaches

Abstract

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

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

“…Results of this study perhaps indicate then that poor workload planning could be an important barrier to effective academic advising for some staff, and that institutions need to be mindful of the balance and volume of academic work to enable advisers to have the capacity to develop the relational practices that facilitate effective practice (McIntosh et al, 2022;Meehan & Howells, 2019), as well as satisfaction and retention (Bell, 2021).…”

“…Indeed, it might be difficult for academic staff to fully appreciate student experiences if their own differ markedly, however it is also academic staff that support learners' academic and transitional experiences and foster their academic belonging as advisers through a relational practice (Antoney 2020;Thomas, 2006). Academic advising has been described as a collaborative partnership of mutual responsibility-an alliance between staff and student (McIntosh et al, 2022). This alliance might need to be built upon a foundation of mutual understanding for it to be effective.…”

Academic Advising Policy and Procedure in a Selected Federal University in the United Arab Emirates (UAE)

“…In addition, they believe in academic advisors to meet good advising policies and manners. While one may consider academic advising as a tool, which increases the probability of students sticking onto the UAE universities and achieving personal development, the actual benefits of academic advising extend beyond the universities and the students (Gudep, 2007;McIntosh, 2021).…”

Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts

“…"Help-seeking behaviours (...) are central to the learning process and have a profound impact on academic success" (Wirtz et al 2018, 62). Given the increasingly diverse student cohorts (Stefani 2008) and varying entry standards at Australian universities, academic help seeking is becoming more important to ensure student success (McIntosh et al 2021). Seeking help in the academic context includes discipline and content specific help from, for example, lecturers and tutors, but also generic academic skills advice, such as academic writing and numeracy support.…”