Integrating Academic and Career Advising toward Student Success

Lynch, Joseph; Lungrin, Tracy

doi:10.1002/he.20304

Cited by 17 publications

(9 citation statements)

References 7 publications

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“…In line with the literature, the data supports the role that academic advisors play in supporting student employability skills and guiding career decisions (see Cuseo, n.d.;Gordon et al, 2008 andDrake, 2011). The importance of this area of support is highlighted by Lynch and Lungrin (2018) who state that career opportunities after graduation remain one of the top concerns for students.…”

Section: Employability Supportsupporting

confidence: 79%

Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice

2020

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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.

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Section: Employability Supportsupporting

confidence: 79%

Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice

2020

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“…Yet, degrees are often suggested for students without acknowledging their individual needs, motivation, or personality (Gordon & Steele, 2003). Undergraduate students are also known to start engaging with career services later in their education (Lynch & Lungrin, 2018). The lack of earlier engagement with career services might contribute to some students having unrealistic ideas about what certain careers entail, or about the amount of coursework required to enter into certain careers, which in turn could result in mid-study course changes (Tudor, 2018).…”

Section: An Argument For Merging Academic and Career Advisingmentioning

confidence: 99%

Merging Academic and Career Advising to Offer Holistic Student Support: A University Perspective

Schoeman

Loots

Bezuidenhoud

2021

Journal for Students Affairs in Africa

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Higher education in South Africa has focused extensively on widening access to further inclusivity and to economic development. However, as students need to persist and succeed in their studies, access alone is not enough. Furthermore, the responsibility of higher education to help students succeed does not end with graduation; institutions need to produce graduates who are ready to enter the labour market. Therefore, it is important to integrate career information and concepts into these practices when conceptualising holistic academic advising. Since academic advising is still developing as a professional practice in the South African context, no clear, practical framework has been used uniformly at universities. Career advice is also not necessarily integrated into academic advising in a conscious manner. This may result in students who are struggling to integrate all the academic and career information provided to make informed decisions regarding their studies and career paths. This paper argues that the 3-I Process is an appropriate framework for the integration of career and academic advising in the South African context. In this case study, we draw from the experiences of nine advisors from the central advising office, faculties, and the career office at the University of the Free State to understand the extent to which they have been incorporating the elements of the 3-I Process into their existing academic advising practices and how they view the possibilities of following a more integrated approach. We also map how the framework can be adapted to the broader South African context to inform and develop more holistic and professionalised advising practices, as well as to contribute towards students’ success beyond university.

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“…Preprofessional advising provides students specialized knowledge related to pursuing careers within a narrower field of study such as law or medicine and focusses on preparing students to become competitive applicants for postsecondary programs ( Richardson, 2013 ; Knotts and Wofford, 2017 ). Integrating career exploration with preprofessional advising assists students with searching for experiential opportunities, relevant course planning, and preparing for the admissions application process ( Knotts and Wofford, 2017 ; Lynch and Lungrin, 2018 ). However, preprofessional advising does not always encourage students to ask whether the intended career path fits their individual needs causing first-year graduate students to investigate career fit during their postsecondary program ( Lehker and Furlong, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Veterinary Professions Advising Center: an innovative approach to preveterinary advising for Animal Science students

Trivedi

Clark

See

2021

Translational Animal Science

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Veterinary Professions Advising Center (VetPAC) is a unique undergraduate advising center that combines Career Center services with pre-professional advising for pre-veterinary students at North Carolina State University (NCSU). During the past 10 years, VetPAC has created five distinct internships, three annual study abroad courses, a competitive annual high school summer camp, provided holistic advising, and hosted large-scale advising events that consistently provide resources to more than 800 students annually. The VetPAC provided outreach to an average of 13 local high schools per academic year, and educated over 300 visiting students about VetPAC and pre-veterinary life at NCSU since 2015. NCSU College of Veterinary Medicine has had a minimum of 26% and a maximum of 45% DVM students in the incoming classes who accessed VetPAC resources and advising. This article presents the impact VetPAC has had on pre-veterinary student success at NCSU, and provides an outline of VetPAC’s first 10 years of development as a model of combined career services and pre-professional advising for peer institutions.

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Integrating Academic and Career Advising toward Student Success

Cited by 17 publications

References 7 publications

Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice

Underestimating the Relationship Between Academic Advising and Attainment: A Case Study in Practice

Merging Academic and Career Advising to Offer Holistic Student Support: A University Perspective

Veterinary Professions Advising Center: an innovative approach to preveterinary advising for Animal Science students

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