TY - JOUR
T1 - A qualitative study illustrating factors that enable and constrain academic advising practices in a Global South context
AU - Versfeld, Jessica
AU - Mapaling, Curwyn
N1 - Publisher Copyright:
Copyright © 2024 Versfeld and Mapaling.
PY - 2024
Y1 - 2024
N2 - Introduction: Academic advising plays a crucial role in South African higher education, especially considering the country’s diverse student population, historical injustices, and socio-economic inequalities. However, there is a lack of research supporting academic advising practices in this context. Methods: This study employs a qualitative methodology, using semi-structured in-depth interviews with four academic advisors from the Engineering, Built Environment, and Information Technology (EBIT) department at a South African university. A socio-ecological lens is applied to explore the factors enabling and constraining best practices in academic advising. Results: Key findings reveal that academic advisors face challenges such as limited resources and institutional support. However, opportunities exist for fostering student resilience and academic success. The study identifies enablers and constraints across microsystemic (e.g., advisor passion and resilience), mesosystemic (e.g., interdepartmental collaboration), and macrosystemic (e.g., institutional policies, socio-economic factors) levels. Discussion: As part of the Global South, South Africa shares many socio-economic and educational challenges with other countries in the region. The study’s findings offer insights that may be relevant to similar contexts. By illuminating the mechanisms that empower the academic advising community, this research seeks to inform the development of more effective student support interventions. The socio-ecological framework provides a comprehensive understanding of the interconnected influences contributing to the efficacy and challenges faced by academic advisors in engineering departments.
AB - Introduction: Academic advising plays a crucial role in South African higher education, especially considering the country’s diverse student population, historical injustices, and socio-economic inequalities. However, there is a lack of research supporting academic advising practices in this context. Methods: This study employs a qualitative methodology, using semi-structured in-depth interviews with four academic advisors from the Engineering, Built Environment, and Information Technology (EBIT) department at a South African university. A socio-ecological lens is applied to explore the factors enabling and constraining best practices in academic advising. Results: Key findings reveal that academic advisors face challenges such as limited resources and institutional support. However, opportunities exist for fostering student resilience and academic success. The study identifies enablers and constraints across microsystemic (e.g., advisor passion and resilience), mesosystemic (e.g., interdepartmental collaboration), and macrosystemic (e.g., institutional policies, socio-economic factors) levels. Discussion: As part of the Global South, South Africa shares many socio-economic and educational challenges with other countries in the region. The study’s findings offer insights that may be relevant to similar contexts. By illuminating the mechanisms that empower the academic advising community, this research seeks to inform the development of more effective student support interventions. The socio-ecological framework provides a comprehensive understanding of the interconnected influences contributing to the efficacy and challenges faced by academic advisors in engineering departments.
KW - academic advising
KW - education
KW - Global South
KW - interdepartmental collaboration
KW - professional development opportunities
KW - resilience
KW - socio-economic inequalities
KW - university policies
UR - http://www.scopus.com/inward/record.url?scp=85208943793&partnerID=8YFLogxK
U2 - 10.3389/feduc.2024.1419070
DO - 10.3389/feduc.2024.1419070
M3 - Article
AN - SCOPUS:85208943793
SN - 2504-284X
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1419070
ER -