Academic advising plays a critical role in student retention and graduation rates in higher education institutions. In South African universities, the significance of academic advising has gained attention as a means to support students, especially in overcoming academic challenges and navigating socio-economic barriers. This study thus aimed to assess the effectiveness of academic advising in improving student retention and graduation rates in South African universities. A desktop research approach was employed, drawing from recent literature, institutional reports, and case studies from various universities. The study identified the strengths and weaknesses of academic advising systems, focusing on how personalized, holistic guidance impacts student success. Findings suggested that while academic advising contributes positively to student retention, its effectiveness is often hindered by inadequate resources, inconsistent implementation, and insufficient staff training.The study recommended strategies to optimize academic advising to enhance its impact on retention and graduation outcomes. The contribution of this study to scholarship lies in its comprehensive, context-specific analysis of academic advising within South African higher education. By synthesizing diverse sources and highlighting both the enablers and barriers to effective advising, this research fills a gap in the literature and provides actionable recommendations for policymakers, practitioners, and institutional leaders seeking to improve student outcomes through enhanced academic advising practices. Keywords: Academic advising, student retention, South African universities, academic support, student success. Student retention and graduation rates have long been a priority in higher education globally, with South African universities facing unique challenges in this regard. A significant factor influencing both retention and graduation rates is the availability and quality of academic advising. 1 In South Africa, students often face a multitude of obstacles, including academic difficulties, financial constraints, and socio-economic pressures, which can impact their ability to persist in their studies. Academic advising, as an intervention tool, aims to assist students in overcom ing these barriers, providing guidance on academic progress, career choices, and personal development. By synthesizing diverse sources and highlighting both the enablers and barriers to effective advising, this research fills a gap in the literature and provides actionable recommendations for policymakers, practitioners, and institutional leaders seeking to improve student outcomes through enhanced academic advising practices. Keywords: Academic advising, student retention, South African universities, academic support, student success. Correspondence Mlondolozi Mvikweni Email: 221182802@mywsu.ac.za Publication History Received: 10th April, 2025 Accepted: 17th July, 2025. Published: 28th August, 2025. To Cite this Article: Mvikweni, Mlondolozi, and Tembela Mthengi. 4 Effective academic advising has been identified as a key strategy to improve retention rates by providing students with the resources and advice they need to succeed.5 However, despite the recognized importance of academic advising, studies have shown that South African universities face several ch allenges in implementing effective advising systems. These systems have demonstrated effectiveness in improving retention and graduation rates by providing tailored academic support and creating a supportive environment for students.14 Similarly, research by Sibanda shows that universities with dedicated This increased sense of connection has been shown to improve students' commitment to completing their degrees, thereby positively influencing retention rates.23 19 Universities South Africa, “Academic Advising Is a Critical Determinant of Student Success,” August 27, 2022. 20 Council on Higher Education (CHE), “ VitalStats: Public Higher Education 2019,” Pretoria: Council on Higher Education, 2020, https://www.che.ac.za/sites/default/files/publications/CHE_VitalStats_2019.pdf. stated that the UCT and Stellenbosch University have been recognized for their proactive academic advising systems that incorporate a combination of personalized acade mic advising and peer mentorship.25 These systems have demonstrated effectiveness in improving retention and graduation rates by providing tailored academic support and creating a supportive environment for students. Sibanda conducted a comparative study of academic advising practices across South African universities and found that institutions with dedicated advising units and trained staff tend to experience better student retention outcomes. By focusing on these key areas standardized frameworks, resource allocation, holistic models, technology integration, professional development, and research, South African universities can create more equitable academic advising systems that support student success while contributing positively to national development goals. CONCLUSION This literature review has revealed that academic advising plays a crucial role in supporting student retention and gradu ation rates in South African universities. Effective advising practices have been shown to improve student engagement, academic performance, and overall satisfaction with the university experience. As the higher education landscape in South Africa continues to evolve, academic advising will play an increasingly important role in supporting student success. By investing in effective advising systems, universities can not only improve retention and graduation rates but also contribute to broader goals of equity and access in higher education. Mvikweni, M. & Mthengi, T. / Journal of Education and Learning Technology / Vol.6 No.8 (2025) pp 642 - 651 Journal of Education and Learning Technology (JELT) 650 BIBLIOGRAPHY Branson, Nicola, and Emma Whitelaw.

This study investigates the role of academic advising and mentorship in shaping students’ entrepreneurial career choices, emphasizing their psychological and developmental impacts. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a systematic literature review was conducted across Scopus, Web of Science, and Google Scholar to identify relevant peer-reviewed articles, institutional reports, and publications from 2010 to 2025. Thematic analysis revealed that academic advising, when applied holistically, extends beyond course selection and graduation planning to include personal development, networking, and exposure to entrepreneurial ecosystems. Mentorship complements this role by providing real-world insights, professional networks, and role models that build entrepreneurial self-efficacy and resilience. Findings show that self-efficacy is a central determinant of entrepreneurial intention, with advisors and mentors jointly fostering confidence, motivation, and readiness to pursue self-employment. Case evidence indicates that institutions integrating structured mentorship programs within advising achieve higher student engagement and entrepreneurial uptake. Despite these benefits, challenges persist, including inadequate advisor training, limited institutional resources, and underutilization of mentorship opportunities. The study contributes to the literature by demonstrating how the advising–mentorship nexus can serve as an inno

ABSTRACT Providing students with the right academic support throughout their studies is a crucial element for successful degree completion and graduate outcomes. The purpose of this study is to provide insights on how academic skills development for students can be enhanced. Data were data collected from students through one‐to‐one semi‐structured interviews with Year 1 and Year 2 Psychology students. Through thematic analysis, three themes were generated in the Year 1 students' data: positive experiences and skills development, engagement, and negative experiences and repetition. For Year 2 students, the generated themes were similar: negative opinions and suggestions for improvement, extraneous effects, positive aspects, and transferable learning and skills development. This has improved our understanding of the student experience which will be used to further enhance the programme and its provision of academic skills.

the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students. Peer Peer mentoring is a form of mentorship that usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee). An example would be an experienced student being a peer mentor to a new student, the peer mentee, in a particular subject, or in a new school. Peer mentors are also used for health and lifestyle chan Peer mentoring may help new students adapt to a new academic environment faster. The relationship between the mentor and mentee gives the mentee a sense of being connected to the larger community where they may otherwise feel lost. Mentors are chosen because they are academically successful and because they possess good communication, social and leadership skills. As a consequence, mentors serve as positive role models for the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students. Peer mentoring may improve student retention rates. Mentors also stand to benefit from the mentor/mentee relationship. Mentors develop friendships through their participation in mentoring programs and usually derive satisfaction from helping a younger student, and possibly shaping his or her life in a positive way. Mentors may also be paid, and they may receive other benefits such as prioritized registration, course credit, and references. In higher education tutorial settings, the benefits of peer mentoring programs also extend to class tutors. Using grounded theory techniques, Outhred and Chester found that five themes underlie their experiences: role exploration, sharing responsibility, regulation of the peer-tutored groups, harnessing the peer tutors' role, and community.

The ALANA Experience at Prince George's Community College has been promoting educational attainment for over 15 years. With this tradition in place we are devoted to assisting all students continue their education by providing structured support opportunities that include mentoring, academic advising, study skills and social development workshops. Our goal is to retain students so that they reach their educational and/or professional goals.

development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies. Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports…