The Status of Academic Advising in Tanzanian Universities
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
KEDI Journal of Educational Policy
Abstract
The need to enhance students’ participation, retention, and academic success has
compelled universities to provide student advisory services. This study examines the
status of academic advising in Tanzania, focusing on the significance, structure and
incentives provided. Faculty members, students, and institutional documents informed
the data generation process. The findings show that the academic advising programme is
generally perceived as significant in enhancing students’ academic and social integration
into the university life. The shared model is used to provide the advisory service based
primarily on the prescriptive approach. Training and incentives are not provided to
advisors, something which rendered the advisory service to operate in a haphazard
fashion. The study offers recommendations to help higher education policy makers and
practitioners to improve the delivery of student advisory services to attain higher
retention, participation, and graduation rates.
Description
Keywords
student advising, student retention, prescriptive advising, developmental advising, higher education
Citation
Fussy, D. S. (2018). The Status of Academic Advising in Tanzanian Universities. KEDI Journal of Educational Policy, 15(1), 81-98.