Academic Advising for University Students: A Suitable Intervention Strategy for Promoting Students’ Academic Success and Development

Abstract

The study sought to establish undergraduate students’ perceptions on academic advising as an intervention strategy for promoting student academic performance while at the same time developing professionals’ mentorship capacity at Botho University. Mixed methods research adopting both qualitative and quantitative techniques was used to examine students’ academic advising processes. Data gathering was triangulated employing questionnaires, focus group interviews and document analysis to ensure data validity and reliability. A simple random sample of 120 students was selected across campuses and programmes with the aid of a computer generating cohorts of the student database. Four focus groups from the university were purposefully employed comprising 8 students per group making a total of 32 students for the focus group interviews. Statistical analysis using SPSS and not satisfied with academic advising delivery and are comfortable with choosing academic advisors they prefer. Findings indicate that academic advising was not making a meaningful impact in student learning mainly because of its delivery shortcomings of being prescriptive and not one on one. The study recommended more use of developmental than prescriptive academic advising, further research is recommended in other tertiary institutions and also to get insights of perceptions of academic advisors and educational practitioner