Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice
The Higher Education Academy (2015) highlighted attainment alongside access, retention and progression as key areas of foci in order to fulfill the aspiration to provide all students with the opportunities and support required to succeed in Higher Education (HE). Although previous research into acad...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-09-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/feduc.2020.00145/full |
| _version_ | 1818610538096099328 |
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| author | Claire Holland Caroline Westwood Naveen Hanif |
| author_facet | Claire Holland Caroline Westwood Naveen Hanif |
| author_sort | Claire Holland |
| collection | DOAJ |
| description | The Higher Education Academy (2015) highlighted attainment alongside access, retention and progression as key areas of foci in order to fulfill the aspiration to provide all students with the opportunities and support required to succeed in Higher Education (HE). Although previous research into academic advising has focused on the impact upon student satisfaction and retention, the impact upon attainment is underexplored. This research aims to explore the extent of the relationship between advising and attainment and answers the call by bodies such as Advance HE (formerly the Higher Education Academy) to recognize that academic advising is vital to student success. This research provides a contribution to the body of knowledge around academic advising, in the form of a case study undertaken to identify the impact of academic advising on student attainment at Sheffield Hallam University. A focus group and questionnaire were employed to gather data from final year undergraduate students at Sheffield Hallam University. Findings indicate that the impact of academic advising on attainment is both explicit and implicit, with support in areas beyond academic studies having a significant impact on student experiences. In addition this research also questions the perceived meanings of attainment in HE and proposes that attainment should be viewed as holistic attainment whereby students are developed as a whole, better enabling them to deal with the HE environment and beyond rather than being limited to academic numerical attainment. |
| first_indexed | 2024-12-16T15:16:01Z |
| format | Article |
| id | doaj.art-691dd99840034f59adfd6437ec4fc4d9 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-16T15:16:01Z |
| publishDate | 2020-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-691dd99840034f59adfd6437ec4fc4d92022-12-21T22:26:48ZengFrontiers Media S.A.Frontiers in Education2504-284X2020-09-01510.3389/feduc.2020.00145531879Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in PracticeClaire HollandCaroline WestwoodNaveen HanifThe Higher Education Academy (2015) highlighted attainment alongside access, retention and progression as key areas of foci in order to fulfill the aspiration to provide all students with the opportunities and support required to succeed in Higher Education (HE). Although previous research into academic advising has focused on the impact upon student satisfaction and retention, the impact upon attainment is underexplored. This research aims to explore the extent of the relationship between advising and attainment and answers the call by bodies such as Advance HE (formerly the Higher Education Academy) to recognize that academic advising is vital to student success. This research provides a contribution to the body of knowledge around academic advising, in the form of a case study undertaken to identify the impact of academic advising on student attainment at Sheffield Hallam University. A focus group and questionnaire were employed to gather data from final year undergraduate students at Sheffield Hallam University. Findings indicate that the impact of academic advising on attainment is both explicit and implicit, with support in areas beyond academic studies having a significant impact on student experiences. In addition this research also questions the perceived meanings of attainment in HE and proposes that attainment should be viewed as holistic attainment whereby students are developed as a whole, better enabling them to deal with the HE environment and beyond rather than being limited to academic numerical attainment.https://www.frontiersin.org/article/10.3389/feduc.2020.00145/fulladvisingattainmenttutoringsuccessachievementhigher education |
| spellingShingle | Claire Holland Caroline Westwood Naveen Hanif Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice Frontiers in Education advising attainment tutoring success achievement higher education |
| title | Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice |
| title_full | Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice |
| title_fullStr | Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice |
| title_full_unstemmed | Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice |
| title_short | Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice |
| title_sort | underestimating the relationship between academic advising and attainment a case study in practice |
| topic | advising attainment tutoring success achievement higher education |
| url | https://www.frontiersin.org/article/10.3389/feduc.2020.00145/full |
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