ACADEMIC COACHING: THE CONCEPT AND ESSENCE OF ACTIVITY
DOI:
https://doi.org/10.28925/2311-2409.2022.371Abstract
Abstract. The article provides a theoretical analysis of the essence of the concept of “academic coaching,” highlights
the targets of the coach in education, and outlines the prospects for the application of academic coaching
technology in domestic higher education institutions. There is a brief theoretical overview of current English and
Ukrainian scientific papers on the research topic. The essence of the concepts — coaching, coaching in education,
educational coaching, and academic coaching — has been examined. A significant distinction between coaching
and mentoring related to the concept of “knowledge transfer” has been found. Mentoring involves knowledge
and experience transfer from a more experienced participant in pedagogical interaction to a less experienced
participant, whereas coaching entails the student’s self-knowledge in order to reveal their inner potential. It has
been established that coaching is a specific dialogical and praxeological method of teaching aimed at personal
and/or professional development in which the person receives psychological and behavioral assistance needed
to achieve specific goals in various spheres of life, thanks to the support provided by the coach. Academic coaching
is concluded to be a pedagogical technology whose purpose is to assist students in achieving their educational
goals, increasing productivity, and improving educational outcomes through the disclosure of their inner personal
potential, which allows them to choose their own ways to solve academic problems. The successful application
of academic coaching technologies in US postsecondary education institutions, in particular the Academic
Success Centers, has been emphasized. The study has highlighted the importance of conducting a thorough
examination of the pedagogical and psychological foundations of academic coaching in order to determine
the pedagogical conditions for the implementation of this technology in domestic educational practice.
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References
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of a Randomized Experiment in Student Mentoring. Educational Evaluation and Policy Analysis, Working
Paper Series. Retrieved August 2011 from http://www.nber.org/papers/w16881.pdf [in English]
Bresser, F., & Wilson, C. (2010). What is coaching? In: J. Passmore (Ed.), Excellence in Coaching:
The Industry Guide (pp. 9–26). London: Kogan Page. [in English]
Brock, V. G. (2008). Grounded theory of the roots and emergence of coaching (Doctoral dissertation,
International University of Professional Studies). Retrieved from http://libraryofprofessionalcoaching.
com/wp-app/wp-content/uploads/2011/10/ dissertation.pdf [in English]
Campbell, J. (2015). Coaching in schools. In C. van Nieuwerburgh (Ed.), Coaching in Professional
Contexts. London: Sage. [in English]
Flaherty, J. (2010). Coaching:evoking excellence in others. Routledge. [in English]
Grant, A. M., & Cavanagh, M. J. (2011). Coaching and positive psychology. Designing positive
psychology: Taking stock and moving forward, 293-309. [in English]
Hudson, F. M. (1999). The handbook of coaching: A comprehensive resource guide for managers,
executives, consultants, and human resource professionals. Jossey-Bass Publishers. [in English]
Kauffman, C. (2006). Positive Psychology: The Science at the Heart of Coaching. In D. R. Stober &
A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients (pp.
–253). John Wiley & Sons Inc. [in English]
Knight, J. (2008). Coaching: Approaches and perspectives. Corwin Press. [in English]
Martinez, J. D. M. (2015). Academic coaching, student engagement, and instructor best practices
(Doctoral dissertation, Walden University). Retrieved from http://scholar works.waldenu.edu/cgi/
viewcontent.cgi?article¼2319&context¼dissertations [in English]
Pechac, S., & Slantcheva-Durst, S. (2021). Coaching Toward Completion: Academic Coaching Factors
Influencing Community College Student Success. Journal of College Student Retention: Research, Theory &
Practice, 23(3), 722–746. https://doi.org/10.1177/1521025119869849 [in English]
Robinson, C. E. (2015). Academic/success coaching: A description of an emerging field in higher
education (Doctoral dissertation, University of South Carolina, Columbia). Retrieved from http://
scholarcommons.sc.edu/etd/3148 [in English]
van Nieuwerburgh, C. (2012). Coaching in Education: Getting Better Results for Students. Educators
and Parents.]. [in English]
van Nieuwerburgh, C., and Barr, M. (2016). “Coaching in Education”, in Tatiana Bachkirova, Gordon
Spence and David Drake (Eds.) The SAGE Handbook of Coaching. Sage. https://au.sagepub.com/en-gb/
oce/the-sage-handbook-of-coaching/book245418 [in English]
Vansickel-Peterson, D. L. (2010). Coaching efficacy with academic leaders: A phenomenological
investigation. The University of Nebraska-Lincoln. [in English]
Whitmore, J. (2009). Coaching for performance: GROWing human potential and purpose:
The principles and practice of coaching and leadership (4th ed.). London: Nicholas Brealey. [in English]
