Using action and grounded theory techniques as evidence-based design for an academic advising programme
Academic advising, if done effectively, can play a significant role in supporting student retention. However, as a relatively new field in South Africa, there is limited, locally contextualised, research into advising interventions and their effectiveness. We therefore need evidence-based approache...
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| Format: | Article |
| Language: | English |
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Journal of Student Affairs in Africa
2024-12-01
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| Series: | Journal of Student Affairs in Africa |
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| Online Access: | https://upjournals.up.ac.za/index.php/jsaa/article/view/5452 |
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| author | Riashna Sithaldeen |
| author_facet | Riashna Sithaldeen |
| author_sort | Riashna Sithaldeen |
| collection | DOAJ |
| description | Academic advising, if done effectively, can play a significant role in supporting student retention. However, as a relatively new field in South Africa, there is limited, locally contextualised, research into advising interventions and their effectiveness. We therefore need evidence-based approaches that will lead to more intentionally structured, and shareable practices that meet the needs of our context. With this paper we detail a methodology through which we were able design an evidence-based, academic advising programme which, we argue, is both effective and academically rigorous. We show how we used the principles of action research, supported by grounded theory analytical techniques, to develop a programme for students facing exclusion at SAU. We collected feedback in cycles, where the student ‘voice’ from one cycle (n=352), informed the design of the next cycle. Programme evaluation data (n=122) from a third cycle was used to assess the effectiveness of this approach. The results indicate a positive association of the new capability developed in students, with the designed learning activity. This suggests that the approach was effective. The method we describe has application across a wide variety of student development initiatives and can support effective, intentional design and sharing of such practices. |
| format | Article |
| id | doaj-art-4455847c0f2345f9ab1e7feb5fd27223 |
| institution | Kabale University |
| issn | 2311-1771 2307-6267 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Journal of Student Affairs in Africa |
| record_format | Article |
| series | Journal of Student Affairs in Africa |
| spelling | doaj-art-4455847c0f2345f9ab1e7feb5fd272232025-01-03T12:43:22ZengJournal of Student Affairs in AfricaJournal of Student Affairs in Africa2311-17712307-62672024-12-0112210.24085/jsaa.v12i2.54525454Using action and grounded theory techniques as evidence-based design for an academic advising programmeRiashna SithaldeenAcademic advising, if done effectively, can play a significant role in supporting student retention. However, as a relatively new field in South Africa, there is limited, locally contextualised, research into advising interventions and their effectiveness. We therefore need evidence-based approaches that will lead to more intentionally structured, and shareable practices that meet the needs of our context. With this paper we detail a methodology through which we were able design an evidence-based, academic advising programme which, we argue, is both effective and academically rigorous. We show how we used the principles of action research, supported by grounded theory analytical techniques, to develop a programme for students facing exclusion at SAU. We collected feedback in cycles, where the student ‘voice’ from one cycle (n=352), informed the design of the next cycle. Programme evaluation data (n=122) from a third cycle was used to assess the effectiveness of this approach. The results indicate a positive association of the new capability developed in students, with the designed learning activity. This suggests that the approach was effective. The method we describe has application across a wide variety of student development initiatives and can support effective, intentional design and sharing of such practices.https://upjournals.up.ac.za/index.php/jsaa/article/view/5452academic advisingaction researchgrounded theory analysisevidence-based intervention design |
| spellingShingle | Riashna Sithaldeen Using action and grounded theory techniques as evidence-based design for an academic advising programme Journal of Student Affairs in Africa academic advising action research grounded theory analysis evidence-based intervention design |
| title | Using action and grounded theory techniques as evidence-based design for an academic advising programme |
| title_full | Using action and grounded theory techniques as evidence-based design for an academic advising programme |
| title_fullStr | Using action and grounded theory techniques as evidence-based design for an academic advising programme |
| title_full_unstemmed | Using action and grounded theory techniques as evidence-based design for an academic advising programme |
| title_short | Using action and grounded theory techniques as evidence-based design for an academic advising programme |
| title_sort | using action and grounded theory techniques as evidence based design for an academic advising programme |
| topic | academic advising action research grounded theory analysis evidence-based intervention design |
| url | https://upjournals.up.ac.za/index.php/jsaa/article/view/5452 |
| work_keys_str_mv | AT riashnasithaldeen usingactionandgroundedtheorytechniquesasevidencebaseddesignforanacademicadvisingprogramme |