Scalability, transferability, sustainability and affordability: Towards a theory of change for impactful student advising in UK Higher Education

Rachel Maxwell; Janice Kay; Lisa Dawson; David Gilani; Nicky King; Rachel Lucas; Michaela O'Brien; Claire Pike; Emma Rowsell; Richard Stock; Nicola Watchman Smith; Kathryn Woods; Graham Sarah; Peter Fitch

doi:10.71179/exz3zg55

Authors

Rachel Maxwell Kortext Author https://orcid.org/0000-0002-5526-0251
Janice Kay Author
Lisa Dawson University of Edinburgh Author
David Gilani Middlesex University Author https://orcid.org/0000-0003-1099-7118
Nicky King University of Exeter Author https://orcid.org/0009-0007-7864-9669
Rachel Lucas University of Essex Author
Michaela O'Brien University of Westminster Author
Claire V.S. Pike University of East Anglia Author https://orcid.org/0000-0002-4642-7427
Emma Rowsell University of Surrey Author
Richard Stock University of Essex Author
Nicola Watchman Smith Teesside University Author https://orcid.org/0000-0002-8665-6232
Kathryn Woods University College London Author https://orcid.org/0000-0003-0657-6409
Sarah Graham Newcastle University Author https://orcid.org/0000-0001-9522-5138
Peter Fitch University College London Author https://orcid.org/0000-0001-8594-5692

Keywords:

student advising, personal tutoring, theory of change, engagement analytics, student-centred design, student experience, academic advising, artificial intelligence (AI), inclusion, quality improvement

Abstract

Student advising is gaining prominence with senior university staff in UK Higher Education, driven by the need to retain students and support successful outcomes across diverse groups. Drawing on initial findings from a cross-institutional experiential project, the paper explores institutional enhancement activities related to student advising through a data-people-theory model. Using purposive sampling, participants were invited to join the research because the first and second authors were aware that their institutions were in the process of or about to undergo, institution-wide projects to enhance advising.

The project initially sought to explore whether McVitty and Maxwell’s (2024) data-people-theory model could provide a consistent framework for better understanding varied approaches to advising activity. An in-depth overview of the model and its constituent parts is provided, enabling readers to consider how they might use this same lens at their own institutions. Typical use cases include benchmarking existing advising systems and practices to better understand how their input components interact. Gaps in provision can be surfaced through an intentional consideration of the components and their interplay. The model can also be used to articulate a future desired state for advising that enhances student success.

Project findings offer institutions a flexible framework for reviewing and enhancing student advising, drawing conclusions that can help other institutions consider how to proceed. A revised version of the data-people-theory model is also presented.

Author Biographies

Rachel Maxwell, Kortext

Dr Rachel Maxwell (Ph.D PFHEA) is Director for Sector Engagement and Academic Research at Kortext, utilising her experience as a higher education professional with a focus on learning, teaching, academic policy and governance. Her sector experience informs and contextualises Rachel's current work as a transformational leader in the field of student engagement analytics. Rachel works closely and collaboratively with universities, leading and facilitating business enablement and change management activity to enhance student success. Rachel has published peer-reviewed outputs from her collaborative work in learning and teaching development, and she has written two book chapters that offer academic and thought-leadership insights. Rachel has also undertaken a range of national and international consultancy.
Janice Kay

Professor Janice Kay is co-founder of Higher Futures, which supports universities and sector organisations to deliver in challenging financial circumstances. Before this, Janice was Provost and Senior Deputy Vice-Chancellor at the University of Exeter. Her notable contributions to HE were recognised with a CBE in the Queen’s 2017 New Year’s Honours. Janice is also a strategic advisor to Kortext.
Lisa Dawson, University of Edinburgh

Lisa Dawson is a senior leader at the University of Edinburgh, where she serves as the Academic Registrar, overseeing the integrity of academic processes and the delivery of innovative student services. She has a diverse background in public- and private-sector roles before joining the University. Passionate about promoting women in leadership within higher education, Lisa also serves as Deputy Chair of the Student Casework practitioner group and as a Non-Executive Director and Volunteer Champion for MoveOn.
David Gilani, Middlesex University

Dr David Gilani works at Middlesex University as a staff governor and Head of Access and Participation, leading interventions, research, and reporting to ensure equitable student success. Having started his career as a students’ union officer, he is a strong proponent of the student voice, and in 2012 he founded the Student Publication Association, which supports student journalists across the UK and Ireland. He strongly believes in universities working together to support student experience efforts, and is a former co-chair of the CASE Student Communications conference and the lead for AHEP’s Student Experience and Engagement Network. He has recently completed his PhD at the University of York on student belonging.
Nicky King, University of Exeter

Nicky King is a Professor of Natural Sciences Education and Associate Pro-Vice Chancellor, Education in the Faculty of Environment, Science and Economy at the University of Exeter. She has an interest in widening access, student success and student support. She has recently led the transformation of academic student support at the University.
Rachel Lucas, University of Essex

Rachel Lucas is a higher education professional. Rachel works at the University of Essex, where she leads the teams supporting Wellbeing, disability, employability, academic skills, student information services, student funding and hardship, registration and welcome. In this role, Rachel helped shape the university’s policy on personal tutoring. Rachel has previously served as a Faculty Manager for Arts and Humanities and as Head of Quality Assurance and Enhancement.
Michaela O'Brien, University of Westminster

Michaela is the Associate Head of College (Education and Students), an academic specialising in social justice communication, and part of the education leadership team at the University of Westminster. She chairs the University Student Success Board, and has leadership roles in University-level strategic projects addressing the student experience, including the Access and Participation Plan and the University Mental Health Charter (Learn Domain).
Claire V.S. Pike, University of East Anglia

Professor Claire Pike is Pro-Vice-Chancellor for Student Education and Experience at the University of East Anglia, where she leads the university’s educational portfolio development and delivery, the enhancement of academic quality, and partnership working with students and external stakeholders. She was previously Pro-Vice-Chancellor (Education Enhancement) at Anglia Ruskin University, in which she led the institution to a gold award in the Teaching Excellence Framework, strategically led widespread growth in degree apprenticeships, and led the Talent/Skills strand of the cross-institutional Innovate Cambridge strategy. A molecular biologist by background, Claire has undergraduate and doctoral degrees from the University of Cambridge, has lectured on a wide range of biological and biomedical subjects in Cambridge and London, and supervises PhD candidates in biomedical and pedagogical subjects. Claire is a Principal Fellow of the Higher Education Academy, a National Teaching Fellow, President of the Heads of University Centres of Biomedical Sciences and a Fellow of the Royal Society of Biology. She is passionate about the power of education to positively transform people’s lives.
Emma Rowsell, University of Surrey

Emma Rowsell is Chief Student Officer at The University of Surrey. Her role includes institutional leadership of the Access and Participation Plan, and, as such, she has a deep interest in student success. She is currently running a pilot project within Surrey to trial a new approach to student advising. Emma has previously run Student Services at The University of Southampton and The University of Nottingham.
Richard Stock, University of Essex

Richard Stock has over 20 years’ experience of working in higher education, most recently as Academic Registrar at the University of Essex, leading a large central professional services team and supporting education strategy and delivery, managing governance, and supporting student success. He was a strong advocate for using data to support student success at Essex and played a key role in the project to introduce a tool to measure and respond to student engagement, aligned with a new policy framework. In June 2026, Richard joined University College London as Executive Director for Student Services & Registrar, where he leads a diverse team dedicated to delivering an excellent student experience and supporting UCL’s education mission across access and student funding, education services, student operations, compliance and governance. He also works closely with the Vice-Provost (Education & Student Experience) and the Senior Education team to deliver the Education Strategy.
Nicola Watchman Smith, Teesside University

Dr Nicola Watchman Smith is a Principal Fellow of the Higher Education Academy and has worked in UK higher education for over two decades. An advocate for challenging barriers to educational participation, Nicola works to promote meaningful student engagement as a route to student success, with a professional passion for celebrating student voice and enhancing student belonging. Nicola is a published author, with research interests spanning higher education practice and the Northern Soul music scene.
Kathryn Woods, University College London

Professor Kathryn Woods is Pro Vice Provost Student Academic Engagement at University College London. She provides academic leadership for Personal Academic Tutoring and student partnership.
Sarah Graham, Newcastle University

Sarah Graham is a higher education scholar with an interest in student partnerships, student support and inclusive practices. A Principal Fellow of AHE and Academic Dean, Sarah is actively engaged in strategic educational projects at Newcastle University and beyond, working with lived experiences from the community to understand and progress practices.
Peter Fitch, University College London

Peter Fitch is an Associate Professor (Teaching) at UCL's Arena Centre, where he supports educational development and enhancement across the institution, with a strategic lead role in Personal Academic Tutoring staff development. He is also Associate Director of the UCL Higher Education Development and Support Institute (HEDS), where he leads on faculty partnership and programme development work. Pete is a Senior Fellow of AdvanceHE and a Recognised Leader in Advising with UKAT.

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