The influence of academic advising on undergraduate student engagement in higher education

Abstract

This study investigates the influence of academic advising on undergraduate student engagement, examining how different stakeholders perceive its influence, as well as the factors that enable or constrain its effectiveness. Adopting a qualitative case-study approach, the research draws on semi-structured interviews with academic leaders, faculty and professional advisors, and undergraduate students, as well as institutional documents from three Higher Education Institutions (HEIs) that operate hybrid advising models. The study is underpinned by Tinto’s Model of Student Integration (1993), Astin’s Theory of Student Involvement (1984), and Schlossberg’s Theory of Marginality and Mattering (1989), providing multiple theoretical lenses to understand how advising fosters student engagement, belonging, and academic success. The findings reveal that academic advising functions as a mediating factor in student engagement, rather than a direct causal mechanism. Its effectiveness is highly dependent on institutional structures, advisor-advisee relationships, and the level of institutional commitment to advising frameworks. More specifically, the study identifies co-produced advising relationships and personalised advising as key enablers of effective advising (and therefore student success). It also examines systemic and relational barriers, including resource constraints, variability in delivery, and communication and equity gaps. This research contributes to theoretical discussions on student integration and involvement, reinforcing the need for hybrid advising models that balance academic and pastoral support. It also makes a professional contribution to higher education management by offering recommendations for improving advising practices through greater consistency, accessibility, and personalisation. The study calls for further research into the long term impact of advising structures on engagement, retention, and career outcomes across diverse institutional settings.

Date of Award	10 Sept 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Dan Davies (Supervisor), Grace Augustine (Supervisor) & Deborah Brewis (Supervisor)