Project Description

Most UK Higher Education institutions (HEI’s) provide their students with the opportunity to access academic advising, typically through a personal tutoring system. Many HEI’s have an institutional policy which sets out the expectations for the role of the academic advisor and the support that students receive. Qualitative research studies have found that even within an institution there is wide variation in the student experience of academic advising. However, there is little evidence of the extent of variations in academic advising provision and compliance with institutional policy within a single institution.

This quantitative study explores the variation in academic advising provision at various levels within a single institution, together with the differences in perceptions and experiences of the stakeholders in the academic advising process. Specifically, the study will seek to establish

  • How academic advising happens in an institution, and what this looks like in different areas of the institution?
  • The extent to which the provision of academic advising within a specific area (school/department) aligns with institutional policy?
  • Are there recognised effective practices in academic advising which promote student success and attainment?
  • How does the provision of academic advising within a specific area (school/department) align with effective practices?
  • Can a balanced scorecard approach be used to profile the provision of academic advising?
  • Is the profiling approach valid and transferrable to other UK HEI’s?

Expected Outcomes

  1. Consensus of effective practices in academic advising in the UK context
  2. A suite of standard survey instruments, delivered to all stakeholders in the academic advising process, to provide a common basis for comparing provision within different areas of the same institution
  3. A balanced scorecard approach to profiling provision of academic advising, to provide comparison between different areas of the institution, and comparison to known effective practice
  4. A clear view of provision across an institution and differences in stakeholder perceptions