Campbell and Mogashana (2025), researchers from the University of Cape Town and the University of Pretoria in South Africa, conducted a systematic literature review to examine the effectiveness of academic coaching interventions for undergraduate students in higher education.
The review followed PRISMA guidelines for systematic reviews. The authors searched three academic databases (EBSCOhost, ProQuest, and Scopus) for peer-reviewed English-language journal articles published between 2010 and May 2023. From an initial 643 screened records, 25 studies met the inclusion criteria, representing 28 distinct coaching interventions. Studies were selected based on predefined inclusion and exclusion criteria, focusing exclusively on undergraduate academic coaching interventions that reported measurable outcomes.
Academic coaching was defined as a structured, goal-oriented, collaborative process that supports students’ academic, personal, and professional development. Interventions varied and included one-to-one coaching, group coaching, blended formats, and fully online modules. Coaches included professional certified coaches, college-employed coaches, trained staff members, and near-peer coaches.
The review analyzed intervention characteristics such as coaching format (individual vs. group), delivery mode (in-person vs. online), coaching topics, coach background, and duration and frequency. Effectiveness was measured using academic performance indicators (e.g., GPA, retention), psychological measures (e.g., self-efficacy, well-being), and skill-based outcomes (e.g., time management, self-regulation).
Findings indicate that academic coaching is generally effective in improving academic performance, retention, and well-being, particularly when delivered as individual, one-to-one coaching. Interventions lasting at least 12 hours and spanning four or more weeks were consistently effective. Coaching led by professional coaches demonstrated stronger outcomes than fully online or peer-led formats.
The study concludes that intervention duration, coaching format, and coach qualifications are central factors in designing effective academic coaching programs in higher education.
Link to the full article >>
Campbell, Anita L., and Disaapele Mogashana. 2025. “Assessing the Effectiveness of Academic Coaching Interventions for Student Success in Higher Education: A Systematic Review.” Innovations in Education and Teaching International 62 (4): 1325–1347. Link to the full article >>