The purpose of this study was to analyze the influence of attending the 2018 Appreciative Advising Institute (AAI) on the overall and workplace wellbeing levels of attendees. The 2018 AAI was held July 29 to August 1, 2018 in Boca Raton, Florida at Florida Atlantic University. Seligman’s (2011) PERMA model of wellbeing was used as the theoretical framework for this study and Butler and Kern’s (2013) PERMA Profiler and Kern’s (2014) Workplace PERMA Profiler were the instruments used to study the influence of attending AAI on advisor wellbeing. Three research questions provided the basis of the study. A repeated measure analysis of variance (ANOVA) was used to explore the influence of attending the Appreciative Advising Institute on wellbeing. Major findings in the study suggests overall PERMA scores were significantly influenced immediately post AAI, F(1,60) = 4.67, p = .04, ηp = 0.07, with measures of positive emotion (P), t(60) = -2.65, p = .01, and accomplishment (A) t(60) = -3.45, p = .001 being significantly improved. Workplace PERMA cores demonstrated short-term improvements as well. Specifically, measures of meaning (M) were significantly higher following the AAI t(60) = -2.17, p = .03 . In terms of long-term impact for overall PERMA, measures of positive emotion (P) remained significantly higher one month following the AAI t(46) = -2.14, p = .04. Workplace PERMA scores were significantly higher one-month post AAI, F(1,45) = 8.11, p = .01, ηp = 0.15. (Mean difference = 0.40, SE = 0.14, p = .007). Specifically, measures of positive emotion (P), t(45) = -2.53, p = .015, engagement (E) t(45) = -2.55, p = .014, relationship (R), t(45) = -2.10, p = .041, and meaning (M), t(45) = -2.17, p = .036, all were significantly higher one-month post intervention. Results suggests that attending the 2018 AAI positively influences academic overall and workplace wellbeing. Overall results suggest that attending AAI may provide a potential professional development platform for academic advising offices looking to address overall and workplace wellbeing in their advisors. Going forward, findings suggest the AAI may be a potential valuable option for higher education institutions seeking to increase the overall and workplace wellbeing levels of their academic advisors. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

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Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background: Academic support programmes have an important part to play in addressing the needs of students experiencing difficulties. A quality assurance exercise by the national accreditation body highlighted the fact that academic staff involved in non-academic counselling had no prior training. Aim: The aim of this study was to evaluate the academic advisor programme in a Malaysian medical school from the academic advisors’ perspective in order to determine their understanding of their role, their experiences and needs. Method: Focus group discussions (FGDs) involving 10 academic advisors were conducted using a semi-structured interview schedule. Results: Study participants demonstrated some instinctive understanding of their role (especially as role models in their professional development) although they did not have clear guidelines. They strongly expressed a need for training in counselling skills and better administrative support. There was some reluctance to undertake the task of academic advising as there were no perceived rewards or incentives. Conclusions: The training of academic advisors needs to be addressed in faculty development programmes. Strong institutional administrative support is important with efficient channels of communication to academic advisors on student performance and other relevant information. Teaching activities need due institutional recognition and reward. / AFRIKAANSE OPSOMMING: Geen opsomming

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This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual. / Teacher Education / M. Ed. (Education Management)

This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual. / Teacher Education / M. Ed. (Education Management)