Table 2 - uploaded by I'Uogafa Tuagalu
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Numbers of Pacific Islands and Asian Students Who Accessed/Did Not Access Academic Advising Services as a Function of Their Stated Intention to Access Those Services
Source publication
In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pacific Islands and Asian university students. The present study investigated an aspect of this disparity and considered students' intentions to seek academic support services and their actual uptake of those services. One hundred and fifty two tertiary s...
Context in source publication
Context 1
... Table 2 depicts a further cross tabulation that delineates between intention and actual access of the academic advising services according to the participants' ethnic affiliation. The figures here show that almost all the Pacific Islands students (97%) and most of the Asian students (86%) intended to make use of the services if faced with academic problems. ...
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Citations
... Today, dropout rates are still high for Black African students (Henning, Manalo and Tuagalu, 2012;Nkala, 2019) and more Black Africans are unemployed (Statistics South Africa [Stats SA], 2020). It is import to gather grassroots voices of students from previously disadvantaged families for further interventions. ...
WRITING CENTRES AND SOCIAL JUSTICE IN HIGHER EDUCATION:
STUDENTS’ VOICES IN A HIGHER EDUCATION INSTITUTION IN JOHANNESBURG, SOUTH AFRICA
NKALA, Nolwazi Zinhle & SOBANTU, Mziwandile
ABSTRACT
Informed by a social justice lens, this study aimed at exploring students’ experiences of the Writing Centre (WC) at a higher
education institution in Johannesburg, South Africa. The WC is a division of the Academic Development Centre (ADC) in this
institution. Post-1994, access to higher education (HE) has been at the centre of building an inclusive society, with an aim of
widening access for students from previously disadvantaged backgrounds. While physical access into HE has improved for these
students, their dropout rate has remained relatively high. This study adopted a qualitative approach and an exploratory design.
Using purposive sampling, the study selected 12 participants from the second-year social work class. Divided into two equal
groups, the study conducted a focus group discussion with each group. Data was analysed using thematic content analysis leading
to broad themes. Findings show that, while all the participants appreciated the usefulness of the WC, others shared experiences of
being treated harshly by some staff at the centre while some were stigmatised by their peers for utilising the services. The authors
recommend flexible consultation times and creating awareness about the centre and investing in building solidarity in wise support
of the at-risk students.
KEY TERMS: social justice, higher education, throughput, student-dropout, South Africa
... From an economic perspective, the quality of higher education focuses mainly on the economic return to the student, i.e., the additional income generated by a student that can be attributed to the academic degree they gained. Alternatively, a more academic perspective relates quality to the grades achieved by students, their persistence, and overall qualification (Brakke and Brown 2002;Cameron 1978;Henning et al. 2012;Scott 2005Scott , 2009aSearle 2003;Yorke 1989Yorke , 2000. The latter is our concern in this paper, which is optimizing student selection tools for achieving better academic and social outcomes. ...
Equity in higher education is mostly related to the context in which it is discussed. Most commonly, equity is sought for enhancing access to higher education for under-represented groups such as minorities, low income groups, or any other type of disadvantaged group of people. The plethora of research in this area mostly focuses on different types of affirmative action aiming to enroll more under-represented groups in higher education, whereas in the research on equity, within the context of educational outcomes and quality, the interaction between equity and quality in higher education is scarce. This paper discusses the entangled issues of equity and quality in higher education and explores the possible solutions to promoting both. It concludes that admission models aiming to achieve equity in higher education should be more outcomes-based (e.g., increase success) rather than process-based (e.g., increase participation).
The effective and efficient academic advising is critical to promote the quality of talent cultivation in higher education. Compared with the developed countries, the academic advising in China is still at an early stage of development. In order to establish an excellent academic advising system, the theory of project management could be introduced to the area, which may guide the academic advising to develop in a healthy way suitable for China. This paper attempts to construct the academic advising system guided by the project management theory, thereby offering a reference for improving the quality of talent cultivation in Chinese universities.
Objectives
The aim of this review is to describe academic advising schemes at the undergraduate level, examine the perspectives of advisors and advisees towards the schemes, and explore the implications of academic advising in undergraduate and nursing education.
Design
A systematic review was conducted of the protocol of PRISMA-P.
Data sources
Six electronic databases were searched for journal articles, namely, Academic Search Premier, CINAHL, ERIC, Medline, Teacher Reference Center, and Scopus.
Review methods
A total of 6189 articles were examined, and 37 empirical studies were included in the final review. The Mixed Methods Appraisal Tool (MMAT) was used to assess the eligibility of studies for inclusion in the review.
Results
The review involved summarizing and categorizing the components of existing academic advising schemes, analysing the perspectives of advisors and advisees, and identifying four aspects of the perspectives of advisees: their experiences, preferences, benefits gained from the scheme, and barriers to seeking help from advisors. Six issues relating to academic advising schemes were discussed: insufficient information about the schemes, the means of communication used in the process of advising, the issue of time management for both advisors and advisees, a lack of training for advisors, the evaluation of the outcomes of advising, and the implications for nursing education.
Conclusions
Advisors and advisees held positive views of the scheme. Academic advising benefited students and advisors, even as some barriers were identified. It is suggested that sufficient training, better time management, and the utilization of different tools for communication are needed to increase the effectiveness of academic advising. Further studies should be conducted to investigate the effects of different elements of the scheme on the outcome of advising.
