A Critical Evaluation of Academic Advising at Bindura University of Science Education, Zimbabwe: Reimagining an Integrative Afrocentric–Eurocentric Lens for Holistic Student Development

This study evaluated the effectiveness of the academic advising programme at Bindura University of Science Education, Zimbabwe, in addressing students’ academic and personal development needs. The problem addressed is the limited integration of Unhu/Ubuntu values in the current Eurocentric-based programme, which hinders the cultivation of a holistic graduate. The study interrogated programme limitations and explored the potential of integrating Eurocentric and Afrocentric perspectives to foster both academic excellence and relational ethics rooted in Unhu/Ubuntu. The primary objective was to assess how current advising practices meet students’ academic and personal needs and to conceptualise a hybrid advising framework that synthesises the strengths of Western and indigenous African paradigms. The study promotes a model that nurtures graduates who are intellectually competent and socially grounded.
A convergent parallel design was employed. A 5-point Likert scale questionnaire was administered to 452 students and 24 advisors, complemented by interviews and focus group discussions with five student groups, five advisors, and ten community members. Quantitative data were analysed using descriptive and inferential statistics; qualitative data underwent thematic and conceptual mapping. Findings revealed that while students were generally satisfied with academic support particularly career guidance – significant dissatisfaction emerged around departmental policy clarity and balancing academic- personal life. Male students reported higher satisfaction than female students (Z=3.7; p=0.0002), and older students (>28 years) were more satisfied (Z=2.1; p=0.0166). Commerce students ranked highest in satisfaction, while Education and Social Sciences ranked lowest. Personal growth support was rated poorly, with only academic resource referrals viewed positively; male and older students again reported higher satisfaction (Z=4.2; p<0.001). A chi-square test (χ²=189.95; p=0.00) confirmed a strong association between advising type and satisfaction, with advising skewed 80% toward academic concerns. Qualitative insights revealed limited integration of Afrocentric values such as Unhu/Ubuntu, ethical training, and community engagement. The study advocates for a hybrid advising model grounded in the Tete-Sekuru neMuzukuru (Aunt/Uncle and Niece/Nephew) relational framework, emphasising town/gown collaboration. Further research is recommended to refine and contextualise academic advising within Zimbabwean higher education.