Evaluation of Implementation of Models of Academic Advising in Postgraduate Taught courses

Sarah Bosch; Melissa Jacobi

doi:10.71179/9npx7927

Authors

Sarah Bosch Sheffield Hallam University/UKAT Author https://orcid.org/0000-0001-9542-3812
Melissa Jacobi Sheffield Hallam University Author https://orcid.org/0009-0007-3733-9824

DOI:

https://doi.org/10.71179/9npx7927

Keywords:

Postgraduate taught students, Evaluation

Abstract

The aim of this paper was to evaluate the effectiveness of the implementation of models of academic advising in PGT courses. Three main models of advising were created. Model 1 was an out of curriculum offer with at least three contact points per year. Model 2 was an embedded approach in which students are both taught by their academic adviser (AA) in a normal module, as well as receiving at least three contact points of dedicated academic advice. Model 3 was an extended advising offer in which student attend a series of one hour group academic advising sessions, each dedicated to developing the students academically, professionally and/or personally.

A higher proportion of students experiencing Model 2 reported they had the opportunity and took up the opportunity to meet with their Academic Adviser compared with any other model. Additionally, these students had more positive perceptions of their AA, with significantly higher agreement that their AA takes a personal interest in them and that they provide useful advice and guidance to aid academic progress and development.

Following model implementation student awareness of the AA role and of who theirs is was significantly greater. Additionally, there were positive improvements in student perceptions of support post-model implementation, with significant increases in the perceptions that academic advisers provided useful advice and guidance, referred to further support as appropriate, and took a personal interest in them. Further, there was a decrease in end of year withdrawal rates post-model implementation.

Author Biographies

Sarah Bosch, Sheffield Hallam University/UKAT

Sarah Bosch is the Chief Operating Officer at UKAT. Before joining the UKAT Staff team in March 2025, Sarah held several voluntary roles in UKAT, including being a member of the Board of Trustees. Sarah was a Senior Lecturer at Sheffield Hallam University for over eleven years, initially as a Senior Lecturer in biomechanics within the Academy of Sport at Sheffield Hallam University, assuming several roles, including Module and Course Leadership. From 2021-2025, Sarah worked within the central directorate of Student Experience, Teaching and Learning, working closely with the Head of Academic Advising to support the enhancement of academic advising practice across the institution.
Melissa Jacobi, Sheffield Hallam University

Melissa Jacobi was the Head of Academic Advising at Sheffield Hallam University from 2014 to 2018. Melissa had the remit of developing and implementing academic advising practice across the institution. She worked with advising leads from each department to develop, share, and embed best practice in relation to delivering academic advising to students on all taught courses, and collaborated with central services to support academic advising activities. Before her institutional role, Melissa was a senior lecturer in sport management following a successful career leading and managing in the sport and leisure industries in both paid and voluntary roles.

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