Abstract:
Quality in academic advising is not only reflected in evidence-based and measurable figures, data, or structures and framework conditions—which often take center stage in quality assurance—but above all in the advising process itself. What happens during counseling is often difficult to grasp and measure. The keys to systematically addressing this area of professionalization and further development of counseling quality are (self-)observation and joint reflection on counseling practice. This practice report presents tools suitable for this approach. They were introduced, tested, and reflected upon during a workshop at the spring conference of the Society for Information, Counseling, and Therapy (GIBeT) in Marburg: peer case consultation, guided self-assessment, and peer observation. Guidance and tips for implementation within one’s own institution are provided by the academic advising offices at the Universities of Leipzig, Jena, and Duisburg-Essen. The theoretical foundations are the systemic counseling model and the BeQu concept (see Kessens/Lückert 2024, NfB 2014, Schiersmann/Weber 2013). In this concept, quality is understood as the result of a process of negotiation and development based on 19 quality characteristics. This article briefly introduces the theory and methods, draws on key practical experiences, and uses these to develop concrete approaches for implementation in counseling centers.
Über den Autor:
- Anja Laroche,
Dr., Akademisches Beratungs-Zentrum Studium und Beruf, Universität Duisburg-Essen - Wiebke Lückert,
Zentrale Studienberatung, Universität Leipzig
