Students' experiences of academic coaching in Norway: a pilot study

Abstract

Purpose The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway. Design/methodology/approach The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes that emerged from the data. Findings The findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies. Research limitations/implications The findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings. Originality/value This article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.

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