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Many years of lived experience supervising PhDs and other research-based higher degrees provides the contextual background to reflections on practice and conceptual underpinnings to a specialised branch of adult continuing education for professional managers within industry contexts. Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a different approach from supervising mainstream PhD students. Much that was learned advising them was readily transferred to younger PhD students, to confirm the validity of approach. The research education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important difference, however, was more emphasis on practical application of research outcomes. This key difference will be explored further. Attention is focused on the key features of a practical approach to advising such adult learners with strong industry backgrounds. It was very much a learner-centred, customised approach focused on what they wanted to know and their explanatory rationale. In addition to being academic scholarship it was also about how new knowledge was to be applied in workplace and industry settings. The antecedents of my approach to advising senior-level adult learners are also explained as conceptual background. My approach was informed by ideas about the adult learning process rather than as a subject discipline specialist. A background in liberal adult education shaped my practices advising doctoral researchers. The agreeable metaphor was to approach the PhD research process like going on a mutual and shared learning journey.

Longitudinal academic advising (AA) and coaching programs are increasingly implemented in competency based medical education (CBME) to help residents reflect and act on the voluminous assessment data they receive. Documents created by residents for purposes of reflection are often used for a second, summative purpose--to help competence committees make decisions--which may be problematic. Using inductive, thematic analysis we analyzed written comments generated by 21 resident-AA dyads in one large internal medicine program who met over a 2 year period to determine what residents write when asked to reflect, how this aligns with what the AAs report, and what changes occur over time (total 109 resident self-reflections and 105 AA reports). Residents commented more on their developing autonomy, progress and improvement than AAs, who commented far more on performance measures. Over time, residents' writing shifted away from intrinsic roles, patient care and improvement towards what AAs focused on, including getting EPAs (entrustable professional activities), studying and exams. For EPAs, the emphasis was on getting sufficient numbers rather than reflecting on what residents were learning. Our findings challenge the practice of dual-purposing documents, by questioning the blurring of formative and summative intent, the structure of forms and their multiple conflicting purposes, and assumptions about the advising relationship over time. Our study suggests a need to re-evaluate how reflective documents are used in CBME programs. Further research should explore whether and how documentation can best be used to support resident growth and development.

Colleges around the country have adopted technology tools to simplify planning and registration processes and provide interventions to support students' timely completion. However, there is little evidence of these tools' efficacy in improving student progression and completion (c.f., Rossman et al., 2021; Velasco et al., 2020). The minimal impact of advising and planning technologies on student success is amplified among institutions supporting the students who make up the new majority of postsecondary learners-- those who are Black, Latine, Indigenous, and/or low- income (BLI/LI). One possible reason for this is that such tools were not designed with the needs of this population in mind. Using process map and focus group data from students at two broad- access universities, coupled with interview data from institutional stakeholders, this study interrogates the ways that BLI/LI students engage in academic planning. We find that this process is more cognitively complex and nuanced than is typically acknowledged; program planning tools do not include the information BLI/LI students require; and low- income college students are particularly disadvantaged by these tools. As such, we find support for the hypothesis that current tools' efficacy is muted because they do not center the needs of BLI/LI students in their design.

Academic advising is a proven high-impact practice, shown to have the potential to help increase students' prospects of academic success, increase their sense of belonging and integration at their institution of higher learning, and provide unique insights into the lived realities and experiences of higher education students. For this reason, advising can be seen as a transformative activity within the student support space in South African higher education institutions. As a practice and profession, advising has existed in the Global North (GN) for decades. However, in South Africa -- a developing country in the Global South (GS) -- academic advising remains a nascent field. Consequently, the overarching ideas that inform academic advising in the South African context (both theoretically and practically), tend to be drawn predominantly from the GN and more developed countries. The unchallenged acceptance and tacit dominance of theoretical perspectives and practices from these countries can be considered problematic. This is largely due to differences in the socioeconomic, cultural, and historical contexts of students attending university in GS countries like South Africa. This paper works towards developing a conceptual framework, informed by social realism, for analysing academic advising in GS contexts. It is the anticipated value of a GS framework for analysing the emergence of academic advising in South African and similar contexts that is the core contribution of the paper.

This qualitative study uses data from interviews with 20 recipients of a Kazakhstani "Bolashak" scholarship to explore how international students overcome structural barriers and manifest agency in the conditions of public health emergency. The analysis addresses the gap in the scholarly literature on agency of international students by explicitly focusing on manifestations of agency in the experiences of students from Kazakhstan, who have not yet received sufficient attention in research, and by following the students in a variety of country destinations. In addition, in contrast to the majority of studies conducted in the past, instead of recruiting students on a campus of a specific university or in the context of a single country, this study recruits participants from among recipients of a government-sponsored scholarship. The findings are interpreted with the help of Relational Ecological Theory of Agency.

Psychological crisis intervention is a critical aspect of mental health education. A case study is present on the psychological crisis resulting from academic pressure among graduate students and the use of the Satir model is proposed for crisis intervention. Additionally, there are recommended to strengthen life and frustration education for graduate students, emphasize the importance of training graduate tutors in mental health knowledge and skills, assist graduate students in improving their mental resilience, and enhance their interpersonal skills.

Using validation theory as the guiding framework, this qualitative study explored the advising experiences of 16 Hmong college students. Most participants described instances of advising that were academically and interpersonally validating. Several participants also described instances of invalidating advising experiences. This study highlights how validating and invalidating advising experiences impact their persistence in college and graduation from college. Implications for future research and advising practice are provided.

One function of modern education has been to prepare students for future college and/or career pathways. Particular attention in the US is given to preparation in STEM career fields. However, we may not be effective in advising students towards some STEM careers. This qualitative interview study evaluates the perspectives of stakeholders in science career preparation, including high school teachers and counselors, community college and university faculty, and science industry professionals. Interviews were conducted to explore participant perceptions on skills and dispositions students need to be successful in science careers. Results presented focus on areas of agreement and areas of difference between the stakeholder groups, and specific recommendations for practical change in science career development are discussed.

This study aimed to assess the impact of increased student interactions with academic advisors on several student success metrics. Conducted at a large, multicampus, community college with more than 34,000 students, it categorized students into three groups based on the frequency of completed advising appointments. Using fall 2022 to spring 2023 institutional data, the study revealed a robust association between advising frequency and four success metrics. Increased advising appointment frequency was associated with higher persistence rates, earlier spring 2023 registration activity, increased attempted credits for spring 2023, and increased completed credits during fall 2022. This research expands upon existing advising literature surrounding the outcomes of student-advisor contacts with a central focus on community colleges.

We examined academic advisors' clinically significant symptoms of major depressive disorder (MDD) and generalized anxiety disorder (GAD), including whether there are statistically significant relationships between advisors' demographic characteristics, work-related variables, institutional variables, burnout, resilience, and risk of clinically significant MDD/GAD symptoms. We analyzed survey data of academic advisors collected from February to March 2023 (n = 777) and found that 16.9% of advisors met the criteria for MDD while 29.6% met the criteria for GAD, rates higher than national averages. While there were some demographic differences, advisors who experienced higher rates of burnout had increased odds of experiencing MDD and GAD symptoms. In addition, advisors' resilience was associated with decreased odds of experiencing MDD and GAD symptoms.

Resilience serves as a powerful protective factor against a range of negative physical and psychological health outcomes and has much value for college students who are vulnerable to an increased number of stressors. Thus, universities should explore ways to aid students in building resilience, particularly through academic advising. In this study, we hypothesized that increased levels of perceived advisor support would predict increased levels of resilience. Regression analyses demonstrated that perceived advisor support significantly predicted resilience, surpassing the influence of psychological distress. Additionally, a bivariate correlation analysis identified vital aspects of the advisor-advisee relationship that may encourage resiliency. We discuss implications and strategies academic advisors may implement to facilitate a positive advisor-advisee relationship and build resiliency in their students.

Although research has extensively documented international students' adjustment and acculturation challenges, the role of academic advising in assisting with such challenges has received scarce empirical attention. This phenomenological study explored how international students' communications with their academic advisors influenced their educational adjustment and growth in a university setting. Semi structured interviews with 15 international students revealed three overarching themes: advisor-advisee interactions, quality of information, and advising limits vis-à-vis international student issues. Using validation theory, this study's discussion and recommendations centered on advising practices that fostered or hindered international students' perceptions of academic advising.

The COVID-19 virus pandemic has caused all governments to implement distance learning by utilizing information technology, including in academic advising. Studies conducted during the pandemic have shown changes in higher education institutions and students. This study aimed to find out and analyse the level of students' satisfaction with academic advising during the COVID-19 pandemic at public and private universities using five satisfaction indicators, namely tangibles, reliability, responsiveness, assurance, and empathy. The survey was conducted online, involving 1158 students from a total of 6 public and private universities in the city of Banjarmasin, Kalimantan Island, Indonesia. The data findings showed that in relation to the academic advising given during the COVID-19 pandemic, the students' satisfaction levels toward the provision of academic advising at both public and private universities during the COVID-19 pandemic were in the same category, which was "very satisfied". Thus, students' satisfaction levels toward academic advising at the university in Banjarmasin were very high, the demographic characteristics of the students, academic advisors, frequency of academic advising meetings and method of the academic advising meetings explained the significant differences in the students' satisfaction levels toward academic advising during COVID-19.

Research on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor's cultural empathy, advisor-advisee rapport, and international students' advising satisfaction influenced international students' perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students' sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the effect of advising satisfaction on sense of belonging. We offered recommendations for institutions and academic advisors when working with international students.

The Academic Student Success Advising (ASSA) project enacted an integrated academic and pastoral approach to advising using McIntosh's (2023) fundamental principles of advising. This research conducted at two Australian universities explores how shared principles of advising can provide an underpinning structure to pan-university advising approaches as a mechanism of student development. Forty staff were interviewed, exploring understandings and experiences of advising. Data were analysed through the four key advising themes: inclusive, personalised and integrated, developmental, and student-centred. The findings suggest that staff perceive value in integrated advising approaches that connect students' academic and pastoral experiences through an 'advising as teaching lens' and that link areas of the university to enhance student success. Recommendations highlight the value of investing in staff understandings of advising to enhance student development, the intentional embedding of co-curricular skills, and the continued need to develop systems to track advising outcomes.

Purpose: Chatbots and artificial intelligence (AI) have the potential to alleviate some of the challenges faced by humans. Faculties frequently swamped with teaching and research may find it difficult to act in a parental role for students by offering them individualized advice. Hence, the primary purpose of this study is to review the literature on chatbots and AI in light of their role in auto-advising systems. The authors aimed to gain insights into the most pertinent topics and concerns related to robo academic advisor and identify any gaps in the literature that could serve as potential avenues for further research. Design/methodology/approach: The research employs a systematic literature review and bibliometric techniques to find 67 primary papers that have been published between 1984 and 2023. Using the Scopus database, the researchers built a summary of the literature on chatbots and AI in academic advice. Findings: Chatbot applications can be a promising approach to address the challenges of balancing personalized student advising with automation. More empirical research is required, especially on chatbots and other AI-based advising systems, to understand their effectiveness and how they can be integrated into educational settings. Research limitations/implications: This research's sample size may restrict its findings' generalizability. Furthermore, the study's focus on chatbots may overlook the potential benefits of other AI technologies in enhancing robo academic advising systems. Future research could explore the impact of robo academic advisors in diverse societal backgrounds to gain a more comprehensive understanding of their implications. Practical implications: Higher educational institutions (HEIs) should establish a robo academic advising system that serves various stakeholders. The system's chatbots and AI features must be user-friendly, considering the customers' familiarity with robots. Originality/value: This study contributes to a better understanding of HEIs' perceptions of the adoption of chatbots and AI in academic advising by providing insightful information about the main forces behind robo academic advising, illuminating the most frequently studied uses of chatbots and AI in academic advising.

Part of a larger study exploring leadership development opportunities for academic advisors of color at a predominantly white institution, this paper focuses on the lived experiences of academic advisors of color. Through an understanding of race theory, a critical race lens is used to examine the predominantly white institution and the narratives of academic advisors of color in this racialized setting. This qualitative study explored advisors' experiences with the structure of academic advising, their racialized experiences, and how race is addressed in the workplace. Implications for institutions of higher education are discussed, including how an understanding of the experiences of academic advisors of color can aid in challenging dominant narratives and practices within institutions of higher education.

In higher education, academic advising is crucial to students' decision-making. Data-driven models can benefit students in making informed decisions by providing insightful recommendations for completing their degrees. To suggest courses for the upcoming semester, various course recommendation models have been proposed in the literature using different data mining techniques and machine learning algorithms utilizing different data types. One important aspect of the data is that usually, courses taken together in a semester fit well with each other. If there is no correlation between the co-taken courses, students may find it more difficult to handle the workload. Based on this insight, we propose using session-based approaches to recommend a set of well-suited courses for the upcoming semester. We test three session-based course recommendation models, two based on neural networks (CourseBEACON and CourseDREAM) and one on tensor factorization (TF-CoC). Additionally, we propose a post-processing approach to adjust the recommendation scores of any base course recommender to promote related courses. Using metrics capturing different aspects of the recommendation quality, our experimental evaluation shows that session-based methods outperform existing popularity-based, association-based, similarity-based, factorization-based, neural networks-based, and Markov chain-based recommendation approaches. Effective course recommendations can result in improved student advising, which, in turn, can improve student performance, decrease dropout rates, and a more positive overall student experience and satisfaction.

Online modes of study are increasingly prevalent in higher education, including university-enabling programs. As student cohorts diversify, access to individualised and holistic support strategies is increasingly important for students to expeditiously transition into higher education. On-campus provision of academic advising, while an effective transition support strategy, potentially disadvantages online students. This study explores the design and evaluation of online academic advising to support adult learners' transition into a regional Australian university enabling program. Quantitative and qualitative data was analysed from 199 survey responses of student experience of engaging with online academic advising. Participants agreed online academic advising had benefits and was useful. Findings included online academic advising provides adult learners support with enrolment, access to relevant and timely information, and development of their student identity and sense of belonging. A transitional typology was used to critically review online academic advising and a method to evaluate the success of the transition.

Extant literature about the history and impact of federal financial aid is robust, however, financial aid eligibility and its connection to persistence for continuing students is an area less understood. As a result, this study describes how at-promise students articulate their knowledge of federal financial aid policy during COVID-19. We interviewed 14 students who were on financial aid warning, a status defined by federal financial aid policy regulations, to examine what students understand about their financial aid standing and the criteria to keep their funding. Findings suggest students were often confused about financial aid eligibility criteria, even though they confidently expressed incorrect information about financial aid policies. Moreover, students were uncertain about how to connect with institutional financial aid resources and did not understand that financial aid advising extended beyond their first semester. This study fills multiple gaps in the literature and articulates how institutions can improve students' understanding of financial aid policy through multiple modes of communication, intentional interventions, and clearer policies. Implications such as the inclusion of Financial Aid counselors and departments in retention support are discussed. [The pagination cited on the .pdf (p1-24) is incorrect. The correct pagination is p2-24.]

Receiving appropriate, unbiased advice from their teachers is important for students' smaller- and larger-scale educational decisions. However, teachers' concerns about being or appearing to be prejudiced may interfere and lead them to provide encouraging advice to students belonging to negatively stereotyped groups even when it is not warranted (failure-to-warn phenomenon). In this experimental study, we aimed to replicate findings from the US and tested whether teacher students in Germany provided overly encouraging advice regarding the academic plans of a student with a Turkish (vs. German) name. Teacher students (n = 174) saw the overly ambitious timetable of a (supposed) student with a Turkish or German name and gave advice online on rating scales and in an open-response format. In their advice, they indicated, among others, the perceived demands of the timetable, possible affective and social consequences for the student, and the need to reconsider the timetable. Contrary to expectations and findings from the US, our analyses did not indicate differences in the advice that students with Turkish vs. German names received. Instead, teacher students warned students with a Turkish and German name equally of the difficulties associated with their potential timetable. We discuss both methodology- and theory-related potential explanations for these unexpected findings.

Despite the importance of academic counselling for student success, providing timely and personalized guidance can be challenging for higher education institutions. In this study, we investigate the impact of counselling instances supported by a learning analytics (LA) tool, called TrAC, which provides specific data about the curriculum and grades of each student. To evaluate the tool, we measured changes in students' performance ranking position over 3 years and compared the performance of students who received counselling with and without the tool. Our results show that using the tool is related to an improvement in cohort ranking. We further investigated the characteristics of counselled students using cluster analyses. The findings highlight the potential beneficial influence on academic outcomes arising from the provision of guidance to students regarding their course load decisions via TrAC-mediated counselling. This study contributes to the field of LA by providing evidence of the impact of counselling supported by an LA tool in a real-world setting over a long period of time. Our results suggest that incorporating LA into academic counselling practices can improve student success.

To determine factors affecting successful research and publication among medical students, a cross-sectional survey study was carried out at four Thai medical schools during 2018-2022. Medical students who had previously performed research under research advisors' supervision and their research advisors were included. There were 120 participants, 78 medical students and 42 research advisors. The most common problems reported by the students were student's lack of knowledge of research design (78%) and research topic (53%), while the most common problems reported by the advisors were student's lack of knowledge of research topic (55%) and how to prepare documents for ethics committee approval (48%). The promoting factors for research success commonly reported by the students and advisors were "an advisor helps with protocol writing and reviewing the manuscript", "research teaching in the curriculum", "provision of an example of a written ethics committee protocol", and "arranging a special session so that advisors can talk to students about their research of interest". Among the 78 participating students, 20 (26%) had successfully published their research in journals. These 20 students were more likely than those without publications to be from an institute that had a special research project or conference for medical students (20% vs. 0%,) and to suggest that teaching protocol writing helped in promoting research success (70% vs. 43%). These findings suggest that teaching research, a special research project or conference for medical students, and faculty development of research advising could potentially increase the success rate of students' research publications.

This article introduces "dual enrollment equity pathways" (DEEP)--a research-based framework for rethinking à la carte dual enrollment as a more equitable on-ramp to college programs of study that lead to high-opportunity careers for students historically underserved in dual enrollment. Using interview data collected from six sites (six community colleges and 12 of their high school partners) that have expanded access and early college success of underrepresented student groups through à la carte dual enrollment, the manuscript describes key themes and emerging evidence of DEEP related to each of the four practice areas of the DEEP framework: (1) outreach to underserved students and schools; (2) aligning dual enrollment to college degrees and careers in fields of interest; (3) early career and academic exploration, advising, and planning; and (4) high-quality college instruction and academic support. The chapter concludes with considerations for how the DEEP framework influences dual enrollment practice.

Academic advising for dual credit and early college high school students is significant to postsecondary matriculation and degree completion of these students after high school graduation. Unstructured advising can lead students to take excess credits and have an unclear path to a postsecondary credential. This study focused on the importance of academic advising, ensuring a clear path is identified for each student participating in a dual credit or early college high school program. A qualitative survey identifying high school personnel's understanding of advising, needs to better serve students, and current challenges facing high school counselors is discussed. Quantitative data landscapes student demographics and attempted versus completed credits for both dual credit and early college high school students at multiple high schools. Practitioner recommendations underscore the need for college advising by a college advisor who is familiar with the college advisement process versus a high school counselor who focuses on high school completion needs.

Female, Black, Latinx, Native American, low-income, and rural students remain underrepresented among computer science undergraduate degree recipients. Along with student, family, and secondary school characteristics, college organizational climate, curricula, and instructional practices shape undergraduates' experiences that foster persistence until graduation. Our quasi-experimental project, "Improving the Persistence and Success of Students from Underrepresented Populations in Computer Science" (I-PASS), is designed to augment students' persistence until they earn their computer science degree. Drawing on prior research, including Tinto's model of effective institutional actions for retention, I-PASS Scholars--all low-income, female and/or members of underserved demographics groups--receive a four-year scholarship; mentoring, tutoring, advising; and opportunities to integrate into the academic and social life of the campus. Students' written reflections and attitude surveys suggest I-PASS's components foster their retention by, among other mechanisms, enhancing their computer science identity development and sense of belonging in the major.

Student attrition from STEM disciplines is one of the most pressing issues in higher education. To better understand the causes of this attrition, this study examines STEM students' college experiences and uncovers their perspectives on the existing support systems with a specific focus on the role of academic advising. Our research reveals that students from a particular STEM major identified academic advising as problematic, serving as one of the main factors pushing them out of the major, while the STEM major they transferred to did not have this issue. We examined whether this difference was also evident in the perspectives of the student affairs offices by interviewing academic counselors. This research emphasizes the responsibility of academic counselors in students' decisions to leave STEM majors and the importance of care in their work. The findings suggest a need for STEM departments to re-assess academic advising philosophies and practices while creating more supportive learning environments.

Many universities have, or are facing, the task of providing high quality essential customer services with fewer financial and human resources. The growing diversity of students, their needs and proficiencies, along with the increasing variety of university program offerings, make providing customized, ondemand, automated solutions crucial to delivering high quality customer service. In this paper, the authors describe the development of an artificial intelligence-backed chatbot to aid in answering student advisement questions. The main objective of the chatbot is to provide 24/7 supplemental program specific advising assistance to graduate computer science majors to lessen the advising load of university faculty. In this paper, the authors describe the development of a chatbot prototype using IBM Watson Assistant running on a specially designed website and Slack platform to address frequently asked questions of computer science graduate students. Results of a pilot study conducted on 99 graduate students indicate that the prototype is a positive step forward in making student advising accessible, usable, and scalable to a broader audience.

This study aims to explore the role of a doctoral supervisor in doctoral candidates' state of methodological preparedness within a specific disciplinary and institutional context. The number of doctoral graduates per million is commonly used as an indicator of progress to high-level competence and growth, and has become a global policy priority. The throughput rate of doctoral candidates is closely associated with their methodological preparedness, for which doctoral supervision is one of the key antecedents. While several studies have explored supervisory qualities as perceived and experienced by doctoral candidates, the supervisor's role, as perceived and experienced by supervisors themselves, appears to be under-researched. This study aims to provide a deeper understanding of this role from both the supervisors' and doctoral candidates' perspectives. This study departed from the view that researchers and participants share the world of doctoral supervision. Hence, we used phenomenology as an approach to the world of doctoral supervision, employing the Interpretive Phenomenological Analysis (IPA) method to understand how doctoral supervisors and candidates make sense of their lived experiences of doctoral supervision. We deliberately decided against survey studies as used in related studies. Although previous research utilised the 'voyage by ocean' metaphor concerning doctoral education, this study extends the discourse by applying an interpretive phenomenological design to provide a rich description of the supervisor's role as a coastguard within the context of an open distance learning institution. Doctoral supervisors perform a coastguard role in ensuring that candidates meet the regulatory requirements for their doctoral voyage, are timeously rescued and supported during their voyage, receive the necessary navigation assistance to reach their destinations, and are cared for in a humanitarian way. We recommend that a similar study be conducted on a large scale and in different contexts to further inform the enhancement of doctoral candidates' methodological preparedness.