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Cited by 22Higher Education and EmployabilityService-Learning and Community EngagementHigher Education Research Studies

Make or break: The role and support needs of academic advisors in work-integrated learning courses

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Wenham, Kathryn E., Valencia-Forrester, Faith, Backhaus, Bridget·2020·Higher Education Research & Development
DOI 10.1080/07294360.2019.1705254
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Abstract

The role of academic advisors in work-integrated learning courses is crucial to student success, yet poorly understood. This research aimed to understand the role and support needs of academic advisors by conducting interviews, a survey, and a focus group within a service learning program in Queensland, Australia. Participants identified rewards in observing student transformation and supporting students to contribute to social justice causes. However, the role had high demands in terms of pastoral support. Although academic advisors reported strong support mechanisms, they identified gaps in supporting them to meet the needs of international students and students with mental health issues. Academic advisors need strong mentoring or supervisory support to deal with diverse student issues, clear processes for tracking and managing students, training and resources to deal with special needs students, and opportunities for team building and bonding. Supporting academic advisors could help to better support students to successfully complete internships.

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Crossref · 10.1080/07294360.2019.1705254

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29 of 29 references verified0 citation errors · 0 not checkable

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  • In fostering PSTs' SRL with behaviour management challenges, mentors often take on roles that extend beyond professional guides to become emotional anchors.

    “In fostering PSTs' SRL with behaviour management challenges, mentors often take on roles that extend beyond professional guides to become emotional anchors, helping PSTs navigate the compounded challenges of emotional labour, the relevance of which was highlighted by Wenham et al. (2020).”

    From Mentorship in the Age of Generative AI: ChatGPT to Support Self-Regulated Learning of Pre-Service Teachers Before and During Placements (2025) · cites this paper as Wenham et al. (2020)

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Authors
Wenham, K. E., Valencia-Forrester, F., & Backhaus, B.
Affiliations
  • Griffith University (AU)
  • Learning Futures, Griffith University, Logan, Australia
Corresponding author
Wenham, Kathryn E.
ORCID
Venue
Higher Education Research & Development
Publisher
Informa UK Limited
Published
2019-12-27
Volume
39
Issue
5
Pages
1026-1039
ISSN
  • 0729-4360 (ISSN-L)
  • 1469-8366
DOI
10.1080/07294360.2019.1705254
OpenAlex
W2997352904
Cited by
22
References
29
Citations by year
2026: 3 · 2025: 5 · 2024: 3 · 2023: 3 · 2022: 3 · 2021: 4 · 2020: 1
FWCI
5.40
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • Higher Education Research & Development (publishedVersion)
  • Griffith Research Online (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Higher Education and Employability
  • Social Sciences › Education › Service-Learning and Community Engagement
  • Social Sciences › Education › Higher Education Research Studies
Keywords
academic advisors, work-integrated learning, service-learning, pastoral support, international students, student mental health, internship supervision, mentoring and supervision, student success, social justice

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