Core competencies for the practice of tertiary learning advising in New Zealand
Keywords:core competencies, core competencies model, tertiary learning advising, professional practice, recognition/accreditation scheme
Tertiary learning advising is an established profession within the tertiary education system in New Zealand, with a representative professional body of its own—the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ)—and a self-aware, well-informed, and evolving professional practice. However, the role is seldom duly acknowledged within the institutions, and tertiary learning advisors (TLAs) often struggle with issues of lack of a definitive professional identity and clear pathways of recognition and progression within the role. This paper argues that to address these issues, it will be useful to construct a core competencies model for tertiary learning advising that provides a clear definition of the abilities and aptitudes required in the role, and that corresponds with the principles, values, knowledge, skills, and responsibilities identified as essential for professional practice of tertiary learning advising. The paper considers two existing competency models/frameworks, namely NACADA Academic Advising Core Competencies Model and The UKAT Professional Framework for Advising and Tutoring, from the related fields of academic advising and personal tutoring, and proposes a Core Competencies Model for Tertiary Learning Advising in New Zealand that can potentially be an integral part of a formal recognition or accreditation scheme for TLAs.
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