The effectiveness of academic advising on student retention and graduation rates in South African Universities – A desktop review

Mlondolozi Mvikweni ORCID iD & Tembela Mthengi ORCID iD 

Issue: Vol. 7 No.5  2026 Article 8 pp.1271 – 1280
DOI: https://doi.org/10.38159/ehass.2026758 Published online 23rd June 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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This study assessed the effectiveness of academic advising in improving student retention and graduation rates in South African universities. A qualitative desktop research approach was employed. The study systematically analyzed peer-reviewed literature published between 2019 and 2024, institutional reports from South African universities, and documented case studies from diverse institutional types. Data were synthesized using thematic analysis to identify patterns in advising implementation, resource allocation, and outcome measurement across the sector. The findings revealed that academic advising contributed positively to student retention and graduation rates, particularly when advisors provided personalized, holistic support that addressed both academic and socio-economic barriers. However, the effectiveness of advising systems was consistently hindered by three critical constraints: inadequate resource allocation, inconsistent implementation across departments and institutions, and insufficient professional development for advising staff. The study recommends that South African universities optimize academic advising through three strategic interventions. First, institutions should increase dedicated funding for advising infrastructure, including reduced advisor caseloads and expanded support services. Second, universities must standardize implementation protocols to ensure equitable access to quality advising across all faculties and campuses. Third, comprehensive staff training programmes should be institutionalized to equip advisors with the competencies required for holistic student development. This study contributes to the higher education literature by providing the first systematic assessment of academic advising effectiveness, specifically contextualized for South African universities. The research extends Tinto’s student integration theory by demonstrating how advising functions as a critical mechanism for both academic and social integration in developing country contexts.

Keywords: Academic advising, student retention, graduation rates, South African universities, student success.

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Mlondolozi Mvikweni is a South African legal scholar, researcher, and Junior Lecturer at Walter Sisulu University (WSU). He is highly recognized for his academic contributions to transformative constitutionalism, healthcare access, and socio-environmental justice.

Dr. Tembela Mthengi is a Doctor of Education and an Academic Advisor at Walter Sisulu University (WSU)in Mthatha, South Africa. Working within the Faculty of Law, Humanities, and Social Sciences, Dr. Mthengi specializes in post-graduate supervision, academic retention, and at-risk student interventions.

Mvikweni, Mlondolozi, and Tembela Mthengi. “The effectiveness of academic advising on student retention and graduation rates in South African Universities – A desktop review.” E-Journal of Humanities, Arts and Social Sciences 7, no.5 (2026): 1272 – 1281.  https://doi.org/10.38159/ehass.2026758

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).