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Professional learning and development for higher education personal tutors and academic advisors. With contributions from 50 practitioners from across the sector, this text examines the key themes, theories and concepts relevant to personal tutors and academic advisors and translates these into real-world practice. Case study narratives from a range of settings demonstrate how student learning and outcomes can be improved, and related critical thinking activities encourage reflection on how these learnings can be applied in specific contexts. The book provides invaluable insights and support for all personal tutors and academic advisors, enabling practitioners to learn from each other, develop innovative ideas, and feel part of a community of learning. Please also see Effective Personal Tutoring in Higher Education for the themes on which the case studies in this collection are based.

Burnout is an issue facing many who are in helping professions such as academic advising, but only a few studies have examined the factors impacting this syndrome, among academic advisors. The present study assesses the correlates of burnout among 107 academic advisors from universities existing throughout the state of Oklahoma. Here, burnout was measured through the three subscales (emotional exhaustion, depersonalization, and personal accomplishment) of the Maslach Burnout Inventory (MBI). Partial least squares structural equation modeling was used to not only gauge what factors may be affecting burnout among academic advisors but also to ensure the factorial validity of the MBI among our sample. Results indicate support for the three-factor scale of the MBI. Age and advisor perceptions regarding role contentment, caseload, mental health status, and opportunities for career advancement are shown to impact burnout levels in the present analysis. Findings suggest that an advisor’s level of engagement in their work may be indicative of their level of burnout. Burnout refers to a sustained reaction to continual personal and relational stresses at one’s employment and may be operationalized through the aforementioned subscales of the MBI. Implications are discussed, with an emphasis on self-care and the importance of support from an advisor’s institution as factors that may attenuate burnout levels among academic advisors.

Income gaps in college enrollment, persistence, and graduation raise concerns for those interested in equal opportunity in higher education. We present findings from a randomly assigned scholarship for low-income students at a medium-sized public 4-year university. The program focused solely on the first four semesters of enrollment and tied aid disbursements to modest academic benchmarks and enhanced academic advising. Meaningful decreases in time to degree appear to be driven by students with the lowest academic preparation and family income. Treated students took out approximately 20% less in student loans during the duration of the program. Participants also indicated high satisfaction with the program’s model of enhanced academic advising.

To enhance PharmD student leadership and advocacy skills, combat the paucity of trained pre-health advisors for pharmacy admissions, augment community relationships, and increase pharmacy admissions volume, we designed, implemented, and assessed PAALS, a Pre-health Academic Advising and Leadership System. PAALS was grounded in Astin’s Theory of Student Involvement and evaluated using the RE-AIM implementation science framework. RE-AIM measured outcomes across Reach, Effectiveness, Adoption, Implementation, and Maintenance as indicators of PAALS’s scale, fidelity, sustainability, and institutional embedding. Analysis of PAALS using the RE-AIM framework demonstrated the following outcomes: (1) Reach: 42 P1-P3 PharmD students participated as mentors; external partnerships expanded from 2 to 8 regional high schools and community programs; and more than 25 mentored learners successfully matriculated into the PharmD program. (2) Effectiveness: students enacted sustained leadership, advocacy, and mentoring roles. (3) Adoption: voluntary uptake of mentoring and governance roles by PharmD students occurred with repeated engagement by external partner institutions. (4) Implementation: Core program components were delivered consistently using existing institutional resources. (5) Maintenance: PAALS remained operational across five academic years despite student turnover, with leadership succession and institutional embedding sustained across cohorts. Our findings demonstrate that student-led advising and advocacy ecosystems address critical gaps in pharmacy-specific pre-health advising models.

This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Academic Advising Systems (AAS) and its impact on learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of AAS in generic educational strategic planning. The researchers examined the literature on experimental case studies conducted in the domain during the past ten years (2008–2017). Search terms identified 98 mature pieces of research work, but inclusion criteria limited the key studies to 43. The authors analyzed the research questions, methodology, and findings of these published papers and categorized them accordingly. The results have highlighted three distinct major directions of the AAS empirical research. This paper discusses the emerged added value of AAS research and highlights the significance of further implications. Finally, the authors set their thoughts on possible uncharted key questions to investigate both from pedagogical and technical considerations.

By 2030, artificial intelligence (AI) has become a central force reshaping the landscape of higher education across Europe. The AI-driven university is no longer a futuristic concept - it is an operational reality influencing pedagogy, research, administration, and student experience. This article explores how AI technologies are transforming higher education institutions (HEIs), with a focus on emerging practices and policies across some leading, different from each other European universities. AI is enabling unprecedented levels of personalization in teaching and learning. Intelligent tutoring systems, adaptive learning platforms, and real-time feedback mechanisms are supporting students in more individualized and responsive ways. Simultaneously, the role of educators is shifting - from delivering content to designing learning ecosystems, curating resources, and mentoring students in AI-enhanced environments. This transformation, while promising, raises important questions about academic integrity, educational equity, and the preservation of the human element in learning. Beyond the classroom, AI is driving institutional change in areas such as admissions, academic advising, and operational logistics through automation and predictive analytics. These systems offer increased efficiency and insight, but also surface concerns about transparency, data ethics, and algorithmic bias. In research, AI is augmenting academic work through data analysis, simulation, and content generation - redefining the contours of scholarly contribution and collaboration.

This is an observational study that aims at identifying students’ behavioral factors that influence their attitude towards learning and the methods used to motivate these students to perform better in their General Foundation Programme (GFP) offered by Higher Education Institutions (HEIs) in the Sultanate of Oman. Academic advising and self-reflection approaches were used to motivate students to improve the students’ level. The study is conducted on 17 pre-elementary students. The researchers applied mixed methods approach for this study. The quantitative data includes students’ data retrieved from the Student Information System (SIS) of the institution and a survey to uncover students’ behavioral factors. The qualitative data is derived from a combination of academic advising sessions and a self-reflective approach in which students were encouraged to reflect on their areas of strengths and weaknesses related to their Writing and Speaking skills modules. The researchers have observed several negative behaviors that adversely affect students’ attitudes towards learning which hindered their progression to the next level. The negative attitudes and factors that were noticed include unwillingness to study, coeducation system in HEIs, and poor attendance. The researchers adopted two interventions to help students perform better in their studies namely: academic advising and selfreflection approach. The academic advising sessions gave the researchers an opportunity to know more about the students, counsel, and motivate them towards learning. The self-reflection approach helped familiarize students with the learning outcomes and made them aware of what is required to achieve those learning outcomes. This study will hopefully provide some useful strategies for English Language teachers to motivate and encourage low performers in GFP.

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.

Purpose: The current study was conducted to evaluate academic advising services in a pharmacy college in Saudi Arabia. This will result in developing solutions to overcome the identified challenges. Methods: Design thinking method uses five steps: empathising, defining, ideating, prototypes and testing. Results: Several issues were identified with students: limited awareness of academic rules and regulations; work-family life imbalance; lack of trust in academic advising and emotional support; unfamiliarity with different learning strategies; and lack of social life at the university. Discussion and conclusion: This study provides a model for enhancing students’ experiences with academic advising. It suggested several prototypes that have proven to be effective in enhancing students’ experiences in university life and how to overcome challenges. The prototypes include a peer academic advising club, personal development workshop and a series of lectures on college rules and regulations.