Journal of Student Affairs in Africa

Co-constructing academic advising and shaping a framework for student affairs in South Africa

2026-09-08T12:14:17+00:00

Editorial

Early success indicators at a South African university: A datacentric approach to understanding and promoting student success behaviours

2026-09-08T12:19:54+00:00

Over the past two decades, the field of analytics for student success has evolved significantly, especially with the emergence of learning analytics as a formal research domain, pioneered by Siemens and colleagues in 2013. However, the use of data to inform decision-making concerning planning, intervention, and teaching and learning practices is not a new concept. Despite this, many institutional strategies to support student success remain siloed and often narrowly focused on specific barriers, rather than adopting a holistic view. This article introduces the concept of ‘early success indicators’ – a framework designed to integrate the diverse elements of institutional support into a cohesive, data-informed model. Unlike traditional approaches that emphasize deficit-oriented terminology such as ‘at-risk indicators’ or ‘early warning systems’, this approach adopts a strengths-based perspective. We ask, “What conditions must be in place for students to reach their full potential?” To answer this, we map key moments across the student lifecycle – from pre-registration through to final assessments – identifying relevant data points and support mechanisms. This work is grounded in the insights of Academic Success Coaches (also known as Faculty Student Advisors), institutional leaders, and data scientists, enabling a multi-stakeholder, interdisciplinary approach to student success. Our findings underscore the importance of institutional collaboration, a culture of data transparency, responsive support systems, and timely, targeted interventions. This conceptual article contributes to the shift from reactive to proactive student success support strategies, aiming to enhance throughput rates and overall student outcomes.

The professionalisation of academic advising practices in South Africa: A competency framework for professional academic advisors

2026-09-08T12:23:52+00:00

Owing to the high attrition rates faced by South African higher education institutions, academic advising has become a crucial strategy for enhancing student success and retention. Institutions committed to improving student learning, persistence and graduation must ensure that academic advisors receive targeted training and professional development. Such initiatives should focus on building competencies tailored to the South African higher education context and its unique challenges. However, existing literature on advising competencies in South Africa remains limited and some still regard the field as being in the early stages of development. This qualitative study aims to propose a competency framework for academic advisors in South Africa, highlighting the knowledge, skills, attitudes, and behaviours associated with professional advising from a developmental perspective. The researcher used the six steps outlined by Dalton to draft a competency framework for advisors at the University of the Free State. Dalton’s steps included a literature review of existing advising frameworks, a job analysis of advisors in various roles, and a qualitative content analysis of the data. As the primary outcome of this competency modelling process, the article presents a contextually relevant competency framework for
academic advisors at a South African institution.

Developing advising pedagogy through self-study: An innovative approach to professional growth

2026-09-09T10:10:30+00:00

In this study, we explored the potential of self-study methodology in facilitating academic advisor professional growth. Despite its extensive use in teacher education, to our knowledge, self-study is yet to be applied to academic advising. An academic advisor documented her advising experiences over a twelve-year period. Guided by the tenets of self-study, the academic advisor in collaboration with a critical friend, critically examined her experiences. The self-study methodology created space for intentional and systematic examination of the advisor’s practice, a process that has led to the emergence of innovations in her practice. These innovations included deeper engagement with students’ curricular structures, their sociocultural contexts, and individual learning habits. The advisor’s practice evolved from a generic, one-size-fits-all model to a more contextualised and relational pedagogy grounded in pedagogical content knowledge (PCK). This study highlights how intentional reflection on disorienting dilemmas and practitioner knowledge enabled the academic advisor to personalise support and foster student agency. It further illustrates the value of relationality in advising, where learning is co-constructed rather than prescribed. Ultimately, this research confirms the transformative potential of self-study in academic advisor professional development.

Advancing the profession of academic advising for impactful practice

2026-09-09T10:13:05+00:00

The Academic Advising Professional Development (AAPD) short learning programme is the only intervention that currently contributes to the professionalisation of academic advising in South Africa. To effectively and efficiently support student growth, development, and success, academic advisors need to develop a set of professional skills, knowledge, and behaviours. Only in combining continuous formal and informal professional training, development, and learning opportunities can students and institutions attain success. The AAPD is a contextualised formal training; it has borrowed from international literature and practice to assist academic advisors in acquiring the prerequisite knowledge and skills to develop intentional and responsive academic advising programmes, while refining their own advising values and philosophies. This article builds on and contributes to both international and national work in the field of academic advising as a practice and a profession. Additionally, it draws from Habley’s (1995) and McClellan’s (2007) conceptualisations of academic advising, which identify five core components that contribute to the professionalisation of advising. The application of these conceptual frameworks to map the content of the AAPD against key findings, has shown that while the AAPD provides a comprehensive introduction to the components of academic advising contextualised for the South African higher education landscape, early career participants still have a disjuncture in their understanding of the components. Therefore, the results of the study demonstrate that the AAPD framework does not only create opportunities to strengthen the existing components, but also reinforces additional components such as career advising, to advance the academic advising profession and practice within the South African context.

Embedding equity-centred, proactive academic advising in first-year orientation: A case study of the College of Humanities, University of KwaZulu-Natal

2026-09-09T10:16:32+00:00

The transition from high school to university presents significant challenges, particularly for students from historically marginalised communities and under-resourced schools, heightening risks of attrition and delayed progression. This affirms the value of integrated, intentional, equity-focused proactive early support, which the University of KwaZulu- Natal’s (UKZN) Academic Monitoring and Support (AMS) Policy promotes. This study examines first-year students’ experiences of equity-focused academic advising within orientation at the College of Humanities (CHUM), which enrols up to 60% of first-year students from quintile one to three schools. The article contributes to scholarship in two ways. First, through a case-study approach, it demonstrates how proactive academic advising promotes social justice. Second, it draws on two complementary frameworks – Nancy Fraser’s social justice framework assesses whether interventions address recognition, representation, and redistribution. Alf Lizzio’s Five Senses of Student Success frames students’ experiences across the domains of successful transition (capability, connectedness, purpose, resourcefulness, and academic culture). Data were collected from the student feedback survey, with 531 of the approximately 1,000 first-year students who participated in the intervention in 2025 responding. Findings indicate students’ enhanced sense of capability, resourcefulness, connectedness, purpose, and engagement with academic culture. Challenges with digital literacy, connectivity, and timing of data rollout contributed to low participation, highlighting barriers to achieving participatory parity. Implications for academic advising practice and approaches are discussed, and areas for further research are proposed.

Retrospective analysis of selection tools in the School of Therapeutic Sciences at a leading South African university

2026-09-09T10:19:41+00:00

The Faculty of Health Sciences at the University of the Witwatersrand uses the National Senior Certificate (NSC) and the National Benchmark Test (NBT) to select and place students for academic programmes. The NBT assesses students’ skills in three domains: (1) mathematics, (2) academic literacy, and (3) quantitative literacy. While selection tests are often criticised for restricting access to education, they help assess preparedness and identify students in need of support. This study examined the predictive value of NBT domains and four NSC subjects on first-year performance among Pharmacy, Occupational Therapy, and Physiotherapy students (2012-2018). The NBT domains and the four NSC subjects accounted for 15% and 12% of the variance in first-year academic performance. Hierarchical regression showed that these variables explained 28% of the variance R² = 0.278, F(7, 922) = 50.638, p < 0.001. ANOVA revealed significant performance differences based on NBT domains, emphasizing their role in identifying students at risk. These findings highlight the NBT’s value in guiding academic interventions and supporting students with lower preparedness levels to improve their success.

Navigating identity and adaptation: International student adjustment and success at the University of Namibia

2026-09-09T10:30:44+00:00

This study examined the cognitive orientation of international students at the University of Namibia main campus in Windhoek, focusing on cultural identity, cultural adaptation and adaptation to university life. Guided by Bandura’s Social Learning Theory and the conceptual model of international student adjustment, adaptation was explored as three interrelated processes influencing the success of an international student in a foreign country. A qualitative research design was employed, using semi-structured interviews with 12 international students. The study revealed three main themes: (1) cultural identity, (2) cultural adaptation, and (3) adaptation to university life. Cultural identity was found to carry connotative meanings shaped by geographical influences. Adjustment emerged as a complex process affected by multiple factors, with successful adaptation closely linked to societal support from nationals, institutional structures, and networks with fellow international students. It is recommended that higher education institutions develop tailored programmes and processes responsive to their specific contexts and student populations. Such initiatives should facilitate smoother cultural adaptation and university adjustment while preserving students’ cultural identities, as these are critical factors for the academic success of international students.

Predictors of student mental health and academic competence

2026-09-09T10:42:18+00:00

Promoting tertiary students’ academic success and mental health is increasingly recognised as a critical issue in education. In an effort to develop strategies to promote student success and mental health, an existing dataset was re-analysed to identify predictors of student academic competence and mental health, using the Biopsychosocial Model as a theoretical framework. Cross-sectional data collected from university students (n = 3,239) via an online survey during the COVID-19 pandemic were used. Structural equation modelling used various domains of wellness (physical, emotional, social, spiritual, financial, environmental, intellectual) as well as hope, coping and satisfaction with institutional support to predict mental health and academic competence (as proxy for academic success). Hope, coping and academic competence were the main direct predictors of mental health as well as several domains of wellness (intellectual, spiritual, emotional) through coping as mediator. Intellectual wellness, coping and satisfaction with institutional support were the most important predictors of academic competence. Tertiary institutions can use these findings to plan appropriate resources and services to promote and sustain students’ mental health and academic functioning.

From primary agents to corporate actors: A morphogenetic analysis of student becoming through a university residential education and support programme during the COVID-19 pandemic

2026-09-09T10:49:42+00:00

This article explores how the educational becoming of first-generation students was catalysed through their participation in a residential education and support programme (RESP) at Stellenbosch University during the COVID-19 pandemic. Drawing on Margaret Archer’s morphogenetic theory, the article traces students’ transformation from primary agents to corporate actors, mapping their evolving identities through structural conditioning, sociocultural interaction, and agentic elaboration. Based on a longitudinal ethnographic case study of six students who remained in residence during lockdown, the research examines how the RESP, rooted in dialogical engagement, care ethics, and humanising pedagogy, functioned as a generative space for collective reflexivity, relational learning, and the activation of student agency. The findings demonstrate that the RESP enabled students to reconfigure their sense of self, assume leadership roles, and reshape institutional spaces from the margins. This study contributes to scholarship on intentional residential education practices, student subjectivity, pedagogies of care, and higher education transformation in post-apartheid South Africa. It offers insights into how inclusive and relational educational practices can foster student agency and social transformation, particularly for the historically marginalised within higher education.

Successful adaptation to higher education: The role of resilience and wellbeing in first-year students’ experiences

2026-09-10T12:33:57+00:00

The first year of university marks a period of rapid and often challenging adjustments for young and developing individuals as they adapt to student life. Although this phase has proven to yield positive experiences for some students, resulting in personal and professional growth, it is also closely associated with the emergence and escalation of mental health issues, often as a consequence of difficulties experienced when individuals are transitioning into a dynamic new environment. Drawing from an interpretive description research design, the study aimed to obtain students’ qualitative description of resilience and wellbeing and its contribution to their psychosocial adaptation at a South African university. Three semi-structured, virtual focus group discussions (VFGDs) were conducted with 12 first-year student participants. The data were analysed using inductive thematic analysis. Two core themes were identified: (1) character strengths and personality; and (2) sense of belonging. These themes and their six sub-themes involved internal and external resources that contributed to students’ resilience and wellbeing and, ultimately, aided in their successful adaptation to university. The study’s findings present valuable insights for developing new policies and interventions geared towards enhancing the wellbeing of university students during the transition process.

Impact of homeowner behaviours on the academic performance of university students: The case of the University of Cape Coast, Ghana

2026-09-10T12:38:59+00:00

The demand for housing among university students has increased in proportion to the global surge in university enrolment. Students heavily depend on private housing alternatives since university-provided housing facilities cannot accommodate the increasing student population. There is a lack of research on how homeowner behaviours affect the academic outcomes of university students. This case study examines the impacts of homeowner behaviours on the academic performance of students at the University of Cape Coast (UCC) in Ghana. A single case study was chosen, and four main communities were purposively selected, namely: Kwapro, Amamoma, Apewosika, and Duakor. Focus group discussions were organised in each of the selected communities for data collection. The data were analysed thematically. The study’s results showed that the academic performance of students at the University of Cape, Ghana is impacted by the following five homeowner behaviours: (1) regular rent increases; (2) delays in maintenance; (3) room overcrowding; (4) stringent gate locking; and (5) frequent noise-making. These behaviours seem to have a psychological impact, cause financial burden, interrupt learning, and decrease study periods. The study recommends collaboration among key stakeholders (UCC Student representatives, homeowners, rent control regulators, and the Office of Student Affairs, UCC) to establish frameworks to provide conducive housing options that centre the wellbeing of university students.

Postgraduate retention strategies at higher education institutions: A systematic review

2026-09-10T12:42:13+00:00

Postgraduate retention is key for ensuring postgraduate success and the capacitation of the higher education sector. Retention is a complex and multifaceted issue, requiring interventions at various levels and stages in the postgraduate lifecycle. A systematic review was conducted to synthesise evidence of postgraduate retention strategies used in higher education institutions internationally. The review followed the PRISMA framework, including identification, screening, eligibility and appraisal, ensuring methodological rigour and transparency of reporting. A total of 1,719 peer-reviewed, published articles were identified, and after screening and appraisal, 32 were included in the synthesis. Various retention and success strategies were reported. The findings identified supervision as a key area of support for retention, noting the importance of supervisor selection, mentorship within the supervisory relationship, and collaborative supervisory approaches in supporting postgraduate success. Various supplementary support initiatives were noted, targeting academic and socio-emotional development, such as academic coaching, writing camps, peer mentorship and counselling. It is recommended that institutions consider implementing multiple interventions, embedded within institutional practices, targeting the needs and stages of the postgraduate lifecycle, to ensure that postgraduate students are well supported. Interventions are also needed for stakeholders providing key support, specifically supervisors, to ensure that the support provided is effective and aligned with best-practice evidence.

Leadership dynamics and the use of ICT in the 2015 #FeesMustFall protests: A comparative analysis of the #WitsFeesMustFall and #UPrising movements

2026-09-10T12:46:32+00:00

The #FeesMustFall movement is often portrayed as having been a singular movement. However, drawing on participant observation, in-depth interviews, online sources and documents, this article undertakes a comparative analysis between two #FeesMustFall formations: #WitsFeesMustFall at the University of the Witwatersrand and #UPrising at the University of Pretoria. It contends that the 2015 #FeesMustFall protests emerged and functioned through multiple campus-specific hashtags that reflected localised institutional concerns. The article reveals similarities and differences within the two movements through two broad perspectives, the use of Information and Communication Technology (ICT) and organisational leadership dynamics. Drawing from the Resource Mobilisation Theory (RMT), the article reveals the centrality of ICT tools, Twitter, Facebook and WhatsApp, in mobilising material and human resources. Furthermore, through an analysis of leadership dynamics, it illustrates how the movements formed, implemented their mandates, fragmented and ultimately dissolved.

Relational experiences of meaning making as a pathway to academic adjustment among African international university students in South Africa

2026-09-10T12:50:27+00:00

Relationships constitute a core aspect of psychological wellbeing models. More so, research from different sociocultural contexts has shown that relational experiences provide a form and shape for an individual’s worldview. By applying meaning-making models, this study aimed to explore relational experiences of meaning-making that contribute to academic adjustment among African international students at a university in South Africa. In-depth interviews were conducted with 30 undergraduate and postgraduate students. Meaning-making through relational experiences among African international students was underscored by their concern for the wellbeing of close family members and in cross-cultural social interactions that imposed a coherent worldview on the students’ lives. Such worldviews provided direction and motivation to forge ahead in their educational pursuits, while acknowledging the importance of intrapersonal connections in this process. Additionally, their social contributions enabled them to establish connections with the broader community. In terms of theoretical contributions, our study showed how relational experiences of meaning-making enable
international students to forge a sense of identity and purpose, all of which are essential for academic adjustment. Our findings also have implications for wellbeing interventions at higher education institutions.

Sharing practices to co-construct the profession of academic advising

2026-09-07T05:31:33+00:00

Guest Editorial

Prescriptive or developmental advising? A situational approach to first-year students in a mathematics course at a South African university

2026-09-10T12:54:30+00:00

Owing to the history of South Africa, the challenges associated with new students entering institutions of higher learning each year are well established in the academic discourse and civil society circles. The quality of mathematics education is a particular cause for concern. South Africa, considered as a developing country, requires a student population with skills relevant to Science, Technology, Engineering, and Mathematics (STEM). In this article, we draw from personal experience by challenging the implicit assumption that ‘at risk’ students fall in line and seek available support for their benefit. Based on personal experience, we argue that students do not arrive at university tabula rasa; they draw on their worldviews and personal experiences as frames of reference.
Therefore, they sometimes reject what they perceive as ‘intruding’ university interventions. It is to address this challenge that student advisors and all other stakeholders dedicated to student support must find creative and innovative approaches. Drawing on the Dunning-Kruger effect, we demonstrate that, at times, students suffer from inflated self-images. This is a metacognitive deficit that accounts for inflated self-appraisals and, as such, necessitates the interchangeable use of prescriptive and developmental advising.

Enhancing student engagement support through advising learning communities: A multi-campus experience

2026-09-15T11:18:21+00:00

Student engagement includes both the actions of students and the practices of institutions. Learning communities (LCs) are educational programmes that combine both curricular and co-curricular experiences for students and serve as a way to increase participation in high-impact practices to boost engagement and help students transition into university. This reflective case study offers a framework to enhance student engagement by providing targeted support strategies through the Central Academic Advising Learning Communities (CAALC) project at the University of the Free State (UFS). The article shows how themes of student engagement, supported by Astin’s Student Involvement Theory (SIT), were used to develop the said project for undergraduate students. Between 2022 and 2023, a total of 2,129 students from the residential communities and 927 students from the curricular and student-type communities participated in all the project initiatives. Residential communities are on-campus housing arrangements, where students enrolled in two or more shared programmes reside closely together. In contrast, curricular and student-type communities are tailored for specific groups, such as students who are co-enrolled in multiple courses (often from different fields) unified by a common theme, such as students with disabilities, commuter students, probationary students, and so forth. In the first two years of the project’s implementation, participation trends and feedback were collected at the end of each year, with the students’ voices informing the strategy for the following year. The results indicated that student behaviour, sense of belonging and peer support, learning outcomes, and institutional support influence students’ level of engagement in learning. The study recommends a framework that potentially enhances institutional perspectives on student engagement and could be used to support the creation of environments more conducive to learning and fostering a sense of belonging through intentionally designed initiatives and the sharing of effective, evidence-based practices.