A qualitative study illustrating factors that enable and constrain academic advising practices in a Global South context

Abstract

INTRODUCTION: Academic advising plays a crucial role in South African higher education, especially considering the country’s diverse student population, historical injustices, and socio-economic inequalities. However, there is a lack of research supporting academic advising practices in this context. METHODS: This study employs a qualitative methodology, using semi-structured in-depth interviews with four academic advisors from the Engineering, Built Environment, and Information Technology (EBIT) department at a South African university. A socio-ecological lens is applied to explore the factors enabling and constraining best practices in academic advising. RESULTS: Key findings reveal that academic advisors face challenges such as limited resources and institutional support. However, opportunities exist for fostering student resilience and academic success. The study identifies enablers and constraints across microsystemic (e.g., advisor passion and resilience), mesosystemic (e.g., interdepartmental collaboration), and macrosystemic (e.g., institutional policies, socio-economic factors) levels. DISCUSSION: As part of the Global South, South Africa shares many socioeconomic and educational challenges with other countries in the region. The study’s findings offer insights that may be relevant to similar contexts. By illuminating the mechanisms that empower the academic advising community, this research seeks to inform the development of more effective student support interventions. The socio-ecological framework provides a comprehensive understanding of the interconnected influences contributing to the efficacy and challenges faced by academic advisors in engineering departments.