A competency framework for academic advisors at the University of the Free State

Abstract

Academic advising is one of the cornerstones of academic success in the higher education sector. To strengthen the university’s mission and strategic direction, establishing professional and effective advising practices is crucial. Without developing an established competency framework for professional advisors in South Africa, the field is underdeveloped, and questions persist on the competencies necessary for professional advisors in this context to be effective in their jobs. Therefore, the main aim of this study was to develop a competency framework for academic advisors in the South African milieu.

Competencies are identified as core skills, knowledge, attitudes, and behavioural competencies associated with a specific job. The study was designed to identify the core skills, knowledge, attitudes, and behavioural attributes of academic advisors, in creating work performance standards, training programmes, and advising practices, which may further develop and enhance the competencies professional advisors need to perform their duties successfully. This was done through a process of competency modelling according to the steps identified by Dalton (as cited in Keller, 2016). Literature concerning advising and the professional development thereof, and existing competency frameworks and models of occupations related to advising were studied. A job analysis was then completed on academic advisors at the UFS to identify competencies related to professional advising. Data were triangulated, and a competency framework for academic advisors at the UFS was presented.

The results firstly argued that academic advising cannot be classified as a profession in South Africa at this stage, despite many efforts to professionalise this occupation. Although many professional skills are related to this occupation, formal educational pathways, as well as formal governing structures, should be established.

The results further showed consensus on what literature identifies as essential competencies for academic advisors, and what are critical competencies for academic advisors at the UFS. Academic advisors at the UFS follow a developmental approach to advising and competencies identified as critical for advisors echo this perspective. These competencies include knowledge, skills, and attributes in the five components of advising, namely conceptual, informational, relational, technological, and professional. The study further identified three possible abilities related to advising, namely emotional intelligence, language ability, and reasoning ability. Recommendations for future research are made.

The findings of this study may help inform the development of professional advising practices at the UFS and in South Africa, as the need for professional academic advising persists. This competency framework may also guide the recruitment, selection, training, and development of professional academic advisors at the UFS, and promote professional and effective advising practices. Professional and effective advising practices may increase the likelihood of students connecting to campus support networks and succeeding in their studies.