AutoScholar in screenshots

Advising at five scales

Academic advising is among the strongest predictors of whether a student completes a degree. It is also the practice an under-resourced institution can least afford to do by hand. There are never enough advisors for the number of students, the students most at risk are the least likely to book an appointment, and an advisor working from memory and a spreadsheet cannot hold a student's whole record in view. The Council on Higher Education's figures put three-year throughput for the 2012 cohort at roughly 29 percent, reaching about 60 percent after ten years, with the loss falling hardest on the students the system most needs to carry.

AutoScholar was built to answer one question: can advising keep its quality while reaching everyone who needs it, and everyone whose decisions affect whether a student succeeds? The answer treats scale as two separate quantities.

The first is reach: how many people the advice gets to. The system serves tens of thousands of students and the staff who teach and support them, and it does so by generating each message from the recipient's own data, so the cost of one more student is close to nothing while the message stays specific. A generic message to a struggling student is ignored. The same student reads a message that names their own marks and their own gap.

The second quantity is the number of kinds of person advised. Advising at scale also means advising each kind of person whose decisions affect a student's success, and the advice changes at each scale. A student needs to know where they stand and what to aim for. The lecturer needs to know who in this class is falling behind and why. The advisor needs the whole student in one file and what that student can register for. The programme coordinator needs to know which course is losing students. The executive needs to know where the institution loses its students and which programmes need resources. A system that advises only students, however many, has addressed a fifth of the problem.

Scale	Who acts	What the advice is about	Component
Whole institution	Executive: deputy vice-chancellor, dean	Where the cohort is lost, and which programmes need resources	Executive Insight
Programme	Head of department, programme coordinator	Which course blocks the most students, and where in the curriculum the cohort loses students	Programme Analyst
Faculty	Student advisor, counsellor, faculty officer	Who needs attention now, the whole history of a student, and what they can register for	Casework Counsellor · Registration Advisor
Class	Lecturer	Who in this class is at risk, how to contact them, and how the class compares with its history	ClassView Connect
Student	The student	Where they stand, what to aim for, and what to do next	Student Central

The observed progression of one intake through twenty semesters: nodes sized by the students seen in each, with edges for progression, repeats, irregular moves, exits and graduations — **Programme scale: where a cohort goes.** One intake of 206 students followed through every semester they were seen in. Thirty left after the first semester and 29 after the second, 139 repeated a semester, 13 have graduated and 102 are still in progress. A coordinator otherwise assembles this picture by hand from year-end reports.

Orientation of the advice given to students

An early version of the system could tell a student they were at risk of failing, which is true and useful and also the kind of message a struggling student is least able to hear. The current version states the higher outcome within reach instead. A student whose record places them on track for a lower second-class degree is told so, and then told something more useful: an upper second is within reach, a few percentage points spread across the assessments still to come. Beneath that sits each registered course, the performance in each assessment so far, and the minimum needed in what remains to reach the larger goal. Where an institution does not classify degrees, the same is expressed in mark bands.

A student given a goal of a higher degree class studies differently from one given a goal of not failing. At the student scale the advice keeps the higher goal visible and states the marks still needed to reach it. A school of education adopted this reading for that reason and paired it with letters of recognition for academic effort. Students who did not receive a letter wrote to the school to ask what the criteria were, which is the response the design intends.

Division between automated and human advising

Human motivation is complex and often contradictory. The factor that moves one student to act is counter-productive for another, and an automated system that ignores this can demotivate the students it means to help. The design therefore combines the two. The automated part identifies the at-risk student and the high-potential one at a volume no human team could match, and passes those students to qualified advisors. The risk scan and the gatekeeper analysis place students on the counsellor's list in Casework Counsellor, and the counsellor decides what to do for each. Automation does the finding and the contacting, and the advisor does the deciding, because neither is sufficient alone at this scale.

The academic-standing decision graph: every student routed from classification to continue, probation, appeal or exclusion, with the ordered criteria beneath — **Decisions by rule.** The institution's exclusion and probation rules drawn as a decision graph. Every one of the 664 students in the cohort is routed to continue, academic probation, strict probation, appeal or exclusion, and picking a student shows which rule applied. A coordinator edits the rules without a programmer, and a decision an appeal committee has to defend is traced to the rule that produced it.

Programme-level improvement cycle

Finding who needs help is the easier half. The harder question, which intervention is worth the limited resource for this particular group of students, is answered by a repeated cycle that runs continuously, at the scale of the individual programme, and close to the discipline. Institutional research fixes a year, computes statistics over it, and reads trends across years. By the time a yearly trend is visible, the only remaining interventions are programme design and registration, and the confounding factors have multiplied until the cause of a low pass rate can no longer be recovered. The cycle below works in the opposite direction.

MeasurePoll the students on their experience: teaching, financial stress, home support, choice of degree, motivation, institutional support.

CorrelateCorrelate each question with the students' actual results. The strongest correlations are, for this group, the most influential factors.

InterveneChoose the intervention the correlation points to, in the programme, by the staff employed to act there.

MessageBring the students most in need into the intervention with specific, automated messages that show the system knows their data.

Measure againCompare the improvement among students who engaged against those who did not, and feed the result back.

In a 2023 study of about 200 education students at one university, the strongest factors were familiarity with the learning management system, the perceived ability to complete tasks on time, and self-motivation. The response was training on the learning system and time-management sessions built into the programme, together with the degree-standing reading and the recognition letters. The questionnaire and the correlation are in the Polling tab of Programme Analyst.

The course-risk heatmap: every course placed on a likelihood-by-impact grid, with the courses in each cell named — **Choosing where to intervene.** Every course in the institution placed on a likelihood-by-impact grid from the assessment scan, the courses in each cell named, and 341 open high-severity items. The cells at the top right are where the limited resource goes first.

Sign-in and role-based modules

A member signs in with their institutional account and opens the modules their role allows: a student opens Student Central, a lecturer ClassView Connect, a counsellor Casework Counsellor, and a member with several roles a page of module tiles. Each module in the tabs of this page is one scale of advising. The last tab describes the modules that affect a student before they arrive and after they leave: accreditation, careers, alumni, and the administration console that allocates classes and programmes to people and logs every access.

Its own data, read live. AutoScholar reads the institution's student system through one adapter and never edits an enrolment or a mark. The one place it writes is the decision an officer confirms, such as a concession, a term decision or a case note, and that write is audited in its own store.
Role-based access with an audit trail. Classes and programmes are allocated to people by the administrator, and a staff member who opens a student's record is logged.
Anonymised mode. The same live system with every identity replaced, so that material can be shown and staff trained without exposing a student. Every screenshot on this page was taken in that mode. The institution's name, every person's name and number, and the course and programme codes are substitutes. The numbers, marks and patterns are real.
Two institutions in production. DUT and VUT run it on their own servers against their student systems.

Scale · the student

Student Central

Student Central is the student's module, and the screen on which the advice about a higher degree class appears. It shows the student where they stand, the higher class of degree within reach and the gap to it, the courses they are taking with their performance in each, what they may register for next, and the recognition they have earned. It is a page a student returns to, with the next action stated. The advice here is the most carefully moderated in the system, because a student's response to feedback depends on temperament in a way a programme coordinator's does not.

Studies tab: progress and degree plan

The Studies tab turns the record into advice the student can act on. The progress panel states the degree class the student is on course for, the pass rate, the credits earned against the programme total, the change since last year and the standing against classmates, and then says what to keep doing and what to watch. The course list on the left holds every result with its mark, and the average-by-year chart shows the direction.

The progress panel: band, pass rate, credits, trend, strengths, watch items and the average-by-year chart — **Progress panel.** Tracking an upper second, every attempted course passed, an average rising by one point on last year and 5.8 points above the class in the compared courses. Strengths, watch items and the next thing to do are stated in words.

The degree plan: what remains, the route board of terms to graduation, and the agreed plan with its history — **Degree plan.** What remains against the declared structure, the route board of semesters to graduation, and the plan proposed by the faculty and accepted by the student, with its full history of proposals and acceptances.

Registration tab

The Registration tab gives the student the same computation the faculty officer uses in Registration Advisor, marked as guidance. The registration itself is done by the institution. The academic profile on the left sums the record, the proposal panel builds the next semester from the courses the student is eligible for, and the curriculum map draws every course in the structure coloured by this student's standing, so that a student sees at once what is passed, what can be registered and what is blocked.

Registration. Thirty courses passed at an average of 79.3 percent, no holds, one course eligible for the next semester, and the curriculum map of the programme's 31 modules coloured by this student's standing.

Support tab

The Support tab is where the student contacts a person. A question opened here is added to a counsellor's list in Casework Counsellor, and the reply comes back into the same thread. Sessions are booked from the same panel, and the privacy row shows the student who has looked at their record. A red "I need help now" control sits in the header on every page.

Support: the student's questions with an opened thread showing the counsellor's reply — **Support questions.** Seven open and one resolved. The opened thread shows the question, the counsellor taking it, and the reply with the study plan that was emailed.

Funding, careers and the graduate profile

The Career tab holds two things. The funding advisor lists the holds on the student's registration and says how to clear each, lists the funding opportunities that match the record, and lets the student declare their own funding status. The careers board lists the opportunities the careers office has posted, scores the student's fit against each, names the requirements the student most often does not yet meet, and tracks their applications. The CV tab composes a graduate profile from the record: qualifications, badges, the academic record by year, and narratives the student writes against passed modules.

Funding: the hold on registration with how to clear it, funding nudges and matched opportunities — **Funding.** A financial hold with the office to settle it at, three matched funding opportunities with their closing dates, and the student's own declaration.

Careers: opportunities, overall suitability with what to build on, and the student's applications — **Careers.** Eleven open opportunities, the fit score with the skills still to add, and two applications in progress.

Academic record on the CV. Every passed module by year with its mark and credits, ready to print or to add a narrative to.

Scale · the class

ClassView Connect

ClassView Connect is the lecturer's module, scoped to one course in one year. It is the component most institutions adopt first. The lecturer's newest class loads automatically. The risk scoring applies its rules to every student, drawing on the marks in this course and on the record across the institution, and produces one score per student. The class is then split into high-performing, average and at-risk groups against thresholds the institution sets, and the lecturer acts on an individual from the detail pane, where a message is already composed from that student's own marks.

The risk score: 36 rules over 180 students, the distribution, the at-risk list and the selected student's values — **Risk scoring on one class.** A fourth-year engineering course of 180 students: 36 rules, 70 high-performing, 63 average, 47 at risk. The histogram shows the spread of scores, the list names the at-risk students ranked by score, and the selected student's panel shows each assessment against the class average and the fourteen reports that flagged them.

Analytics tab: course history

The Analytics tab places the current class in its history. For each year the platform computes the number registered, the mean mark, the spread, the pass rate and the success rate, and draws the trend. A second view shows the distribution of marks within a year, and a third the correlations between this course and the students' other courses, which identifies a course that fails students who pass everything else.

Analytics: five years of registrations, mean marks, pass and success rates, and the trend chart — **Historical analytics.** 2022 to 2026 for one course: registered, mean, pass rate and success rate per year, and the trend of mean mark against pass rate.

The distribution of marks within the year: histogram with mean and spread, and the quartile table — **Distribution.** 180 marks in nine bands with the mean and one spread either side. The quartile table beneath gives the mark range and head-count of each quarter.

The five-year record of the course: registered, with result, pass rate, completion and failed-absent per year — **Five-year record.** 620 registered over four completed years, a 48 percent success rate of all registered, and the failed-absent count that the pass rate alone would hide.

Students tab: roster and records

The Students tab lists the class. The roster shows every registered student with their mark and band, the result-code counts across the top, the success rate, and the five top achievers and five weakest by name. Selecting a student opens their record: results across the institution, matric, and the communication history. The Support sub-tab shows, for each student, whether they have consented to the lecturer seeing that counselling support happened, and never its content. Every view of it is written to the audit log. Refer for support passes a student to Casework Counsellor, and the Registration check runs the class against a prerequisite course to find students who should not be sitting it.

The roster: result-code counts, success rate, top and bottom five, and every student with their mark and band — **Roster.** 193 students in the 2026 offering, 143 passes and 38 fails so far, a 74 percent success rate, and the top and bottom five by name above the sortable list.

Classroom tab: attendance and course history

The Classroom tab holds attendance and the course's own history. Sessions are created per week. The roll is taken by hand or by a PIN the students enter on their phones, and the heatmap and DP-status views show the attendance per student against the institution's duly-performed rule. The Five-year record sub-tab shows the institutional record of the course: how many registered, how many produced a result, and the pass, completion and failed-absent rates per year. Class questions collects what students ask.

Attendance sessions for a course, one per week, each with the students marked present, late or absent — **Sessions.** Four weekly sessions of a course with the roll recorded against each: present, late and absent per student.

Messaging

Messages are composed once as templates with fields for the student's own name, marks and gap, and sent to an individual from the risk pane or to a whole band at once. Every message sent is recorded in the lecturer's conversations and in the student's communication history, so a counsellor who later opens the same student sees what the lecturer already said. A student's reply comes back into the same thread.

The lecturer's conversations: a student's question, and emails sent to students with their subject lines — **Conversations.** A student's question about the tutorial, and the emails sent, each with its subject and date. An unread reply is flagged.

Scale · the advisor

Casework Counsellor

The student advisor works in two modules. Casework Counsellor is where a student identified by the automated scans is taken up by a person. The left column finds students: by faculty and programme to load a cohort, by a risk scan across the institution, or by name or number. The middle column is the outreach list, holding every student flagged by any route. The right column is the selected student: their record and the actions available, such as a message, a booked session, or an opened case with its timeline of notes and interventions. A case opens on the whole record of the student, with every note and action across all of that student's cases merged into one timeline, and the programme and faculty read from the live record. Further tabs hold the caseload, the schedule, messages, learning support and the team's workload.

Find students: by faculty and programme, by risk scan, from the incoming queue, or by name or number — **Finding students.** Load a cohort by faculty and programme, run a risk scan, take the incoming queue, or look one student up.

The outreach worklist: every open flag with the student's mean across recent assessments and a severity — **Outreach list.** 87 open flags across the institution, each with the student's mean across recent assessments and a severity. Selecting one opens their record and the outreach actions.

The caseload: current cases with their status — **Caseload.** 61 cases, filtered by pending, active, escalated and closed, each naming the student and its state.

One case: the student file with the academic record, and the case panel with status, overdue markers, the timeline and the structured session note — **One case.** The student file on the left with the academic record, and on the right the case, its overdue markers, the timeline, and a session note written on a template of data, assessment and plan, with a confidential flag.

Learning support

Academic referrals, for tutoring, supplemental instruction and the writing centre, run through their own sequence of stages beside the casework. The stages are referred, booked, attended, completed and lapsed. The offerings the institution runs are listed with their kind and subject, and a roster shows the participants of each with their final mark in the module it supports, so the effect of a support programme can be measured.

Registration Advisor

Registration Advisor is the second module, used by the faculty officer. A student is loaded by number or picked from a programme. The left column shows the academic profile computed from the record: courses passed, average mark, degree class, and any registration holds, such as an outstanding balance with the office to settle it at. The main panel builds the next semester's registration: every eligible course with its credits, a proposal filled with one click, the credit load against the programme's cap, and a check for timetable clashes. For every programme course it decides eligible, blocked or concession-possible, with the reason, and where a course is blocked but the case is strong the officer raises a concession on evidence the system assembles and decides it, with the decision logged. It applies the South African rules that the international degree-audit tools omit: duly-performed eligibility, aegrotat and supplementary concessions, extended-curriculum tracks, and continued funding eligibility. Beneath the proposal, the curriculum map draws every course in the structure, coloured by this student's standing.

Academic profile. A fourth-year engineering student with two courses passed at an average of 68.5 percent, no holds, and registration capped at 32 credits this term by the academic-standing rule. The Suggest to Casework control refers the student to a counsellor.

The proposed registration with every eligible course as a chip under the credit cap, and the curriculum map coloured by this student's standing — **Proposal and curriculum map.** 31 courses eligible and 10 to repeat, each a chip that adds to the proposal under the 32-credit cap. The curriculum map beneath colours every course in the three-year structure by this student's standing.

Scale · the programme

Programme Analyst

Programme Analyst sits one level above the class and the student. A coordinator picks a programme and a cohort year, and the module answers two questions: is this programme healthy, and where does it lose students? It ranks the gatekeeper courses by the share of students who fail or withdraw, because a high-failure course that is also a required core course is the largest single cause of attrition. It draws the cohort's flow through the years and shows where the cohort exits or repeats. It lays out the curriculum by year and credit and flags the credit-load imbalances that are themselves a cause of dropout. It runs a rule-driven academic-standing check across a whole cohort at once, classifying every student, showing the plain-language rule that applied to each, and recording a defensible decision, with the rule logic visible and editable. The diagnostic rests on curricular analytics: the blocking factor, delay factor and complexity of a curriculum represented as a prerequisite network, where greater structural complexity is known to correlate with lower completion.

Programme health: registrations, year-on-year change, five-year multiplier, success rate and at-risk count; the enrolment trajectory; the course ranking — **Programme health.** An engineering diploma with 785 registrations, up 18 percent on the year, a 74.6 percent success rate in 2025 and 230 students below the progression threshold. The left column draws the five-year enrolment trend and the split by year of study. The ranking on the right places every course the programme's students sat into high, average and at-risk bands by pass rate, mean mark and absent-fail rate.

Gatekeeper courses

The Gatekeepers diagnostic ranks the programme's courses by the share of students who fail or withdraw, shows each course's enrolment against that rate so that a large course with a high failure rate stands out, and tabulates every course with its three-year trend and the change against the prior year. The composite score weights each course's failure rate by how many later courses depend on it, which needs the prerequisite structure. Where the institution's structure declares none, the module says so instead of guessing.

Gatekeepers: the top fifteen courses by fail-and-withdraw rate, and the severity scatter of enrolment against that rate — **Gatekeepers.** Eighteen gatekeeper courses at an average fail-and-withdraw rate of 33.9 percent, affecting 1,321 students. The worst course fails 62 percent of the 170 who sit it. The scatter places each course by enrolment and failure rate, with the bubble sized by the number who failed.

Cohort flow

Cohort Flow follows one intake year through every semester it has been observed in. Each node is a semester with the number of students seen there. Blue edges progress, orange loops repeat the same semester, grey dashed edges skip or move irregularly, red edges leave, and green edges graduate. The table beneath balances each semester's population: who progressed, repeated, skipped, left, graduated or is still there. It is the picture a coordinator otherwise assembles by hand from year-end reports, and it shows where the cohort loses students.

Curriculum map

The Curriculum tab lays the programme out as years of study by courses, each block as tall as its credits and coloured by the pass rate of this programme's students in the last completed year. The height of a column is the credit load of that year, and an uneven load is itself a driver of dropout. The full course table beneath is sortable and searchable and records the source of the structure.

Academic standing rules

Monitoring runs the institution's exclusion and probation rules across a whole cohort at once. Every student is tested against the criteria from the most to the least severe. The first rule whose conditions all hold sets the outcome, and picking a student shows which rule applied. The rules are visible as a decision graph and as a list, are versioned, and can be edited in a flow editor by the coordinator without a programmer, so a decision an appeal committee has to defend can be traced to the rule that produced it.

Monitoring: the decision graph from classification to continue, probation, appeal or exclusion, and the criteria applied in order — **Academic standing.** The decision graph routes every one of the 664 students from classification to continue, academic probation, strict probation, appeal or exclusion. The criteria beneath are applied in order, each with its plain-language conditions.

The Polling tab holds the questionnaire and correlation step of the improvement cycle described on the first tab: a poll is authored against the programme and year, students are invited, and the responses are correlated with results. No poll has yet been authored on this instance, so it is described here and not shown.

Scale · the institution

Executive Insight

Executive Insight is the whole-institution scale. An executive keeps a view of entry and graduation: of an entering cohort, what fraction completes in minimum time and what fraction leaves without graduating. The view is used to identify, among all programmes, those with the lowest pass rates and performance indices, and to allocate resources or alert staff accordingly. It shares its computation with Programme Analyst, so the institutional total and the programme-level figures are consistent, and the dean and the coordinator read the same figures at institution and programme level.

The Overview places four numbers first: the institution's progression rate, its graduation rate, the current registrations and the number of programmes on the watchlist, each against the prior year, followed by a generated commentary that names the leading and trailing faculties and the programmes most in need of attention. Progression and graduation are then drawn by faculty. The further tabs open the programme table with the watchlist, the per-assessment scan, the enrolment flow, the risk overview and the counsellors' caseload.

Progression by faculty and programme

The Progression tab holds the computation that the overview summarises. Each faculty is drawn with its progression and graduation rates against the prior year. Beneath it sit the cohort flow of last year's students, the watchlists of lowest progression and lowest completion, a bubble chart of every programme by cohort size against progression, the discipline rollup, and the sortable table of all programmes. A dean clicks a faculty bar and reads its programmes ranked from the lowest.

Progression and graduation by faculty for 2025 against the prior year, with the faculty detail and its lowest programmes — **Faculty comparison.** Progression and graduation per faculty for the current year with the prior year in grey. The selected faculty reads 88 percent progression and 67 percent graduation on 270 matched students, and its programmes are listed from the lowest progression up. The cohort flow, watchlists, bubble chart, discipline rollup and full programme table open beneath.

Assessment scan across the institution

The Assessment Report answers, early in the year, how the courses and the students are doing. The executive chooses the academic year and an assessment, in the current year the first battery of tests, and presses Load. The scan reads every result for that assessment across the institution, in the current year some 192,000 marks, and computes the overall pass rate, the distinction rate and the number of courses below the benchmark. The central figure is a heatmap of pass rate by programme and course, the largest programmes against their largest courses, so that a course failing a whole cohort is one red cell. Every course below the pass-rate threshold is raised into the risk register automatically, and a row-level table beneath opens the course in ClassView Connect. A dean's multi-year module-results export is on the same tab.

The assessment scan: overall pass rate, distinction rate and courses below benchmark for the first assessment of the year, and the pass-rate heatmap by programme and course — **First assessment of the year.** Overall pass rate 80.8 percent across the institution from 192,428 marks, 892 courses below the benchmark, 166 of them already on the risk register, and the pass-rate heatmap for the twelve largest programmes against their twenty largest courses. A dark cell is a course that most of that programme's students passed; a pale cell is one that most did not.

Matric results against progression

The Matric tab tests whether school results predict progress at this institution. For a programme and intake year it plots each student's matric admission score against the credits they pass per semester, fits a line, and gives the correlation. The predictor can be the mean score, a single subject, or a weighted combination, so a coordinator can ask whether mathematics alone, say, predicts an engineering cohort better than the aggregate.

Matric against progression: a scatter of mean admission score against credits passed per semester with a fitted line and the correlation — **Matric against progression.** One programme's 2026 intake, 19 students with both matric and results: a correlation of 0.38 between the mean admission score and the credits passed per semester, with the fitted line.

Enrolment flow, risk and caseload

Three further tabs give other institution-wide views. Enrolments draws the year's registrations as a flow from faculty through year of study to registered or graduated. Risk is the institution's course-risk register: every course placed on a likelihood-by-impact grid from the assessment scan, with the courses named in each cell and the count of open high-severity items. Caseload shows the counsellors' work week by week, tickets opened against tickets resolved, with the median resolution time and the workload imbalance across the team.

Executive Insight, Enrolments: the flow of the year's registrations from faculty to year of study to registered or graduated — **Enrolment flow.** 50,367 registrations for the year, up 5.4 percent, drawn from faculty through year of study to the registered and graduated outcomes. A faculty filter narrows the flow, and clicking a ribbon gives its numbers.

The course-risk heatmap: likelihood against impact, with the courses in each cell — **Course risk.** 341 open high-severity items. Each cell of the likelihood-by-impact grid names the courses in it, and the bands beneath give the thresholds.

Caseload trend: tickets opened against resolved per week — **Caseload.** Seventy-two open tickets across seventeen active weeks, opened against resolved per week, with the median resolution time and the escalation rate in the strip above.

Modules around the five scales

A student's success is affected before they arrive, after they leave, and by obligations the institution has throughout. Four further modules cover those.

Career Hub Officer

Career Hub Officer manages the move from study into work: the providers and employers, the opportunities they post, the applications students make, and the interviews and offers that follow. In a country with this level of youth unemployment it is a central concern. The same opportunities appear to the student in Student Central's Career tab, scored against their record. The officer's dashboard shows the placement pipeline as a funnel from applied through reviewed and interview to offered, so that the step where officer effort makes the difference is visible. The employer roster counts each provider's open posts and applications. The opportunity editor holds the structured requirements of a post, the skills, qualification, citizenship and experience it asks for, which is what the student's fit score is computed against.

The officer dashboard: the placement pipeline from applied to offered, and opportunities by kind — **Officer dashboard.** 24 open opportunities from 12 employers and 62 applications. 54 candidates are in the active pipeline, 7 at interview and 3 offered.

The employer roster: each provider with its opportunities, open posts and applications — **Employer roster.** Twelve providers, each with its posted opportunities, the ones still open, and the applications received.

All opportunities as a board by kind: internship, graduate, bursary, learnership, full-time, casual, volunteer — **Opportunities by kind.** Internships, graduate programmes, bursaries, learnerships, full-time, casual and volunteer posts, each card naming the provider.

All applications as a board: applied, reviewed, interview, offered, rejected, withdrawn — **Applications.** 42 applied, 5 reviewed, 4 at interview, 3 offered, 3 rejected and 5 withdrawn. The officer moves a card as it progresses.

Accreditation Automate

Accreditation Automate generates the reporting that accrediting bodies require. It maps a programme's courses to the graduate attributes a body demands and produces the evidence at both the individual-student and whole-programme levels, with the criteria as logic trees, an evidence portfolio, evaluations, and the dossier the body receives. The ECSA graduate-attribute matrix is one such requirement. The live instance shown on this page holds no accreditation cycle yet, so the module is described and not shown.

Alumni Engage

Alumni Engage holds the relationship after graduation: the directory, the cohorts, the mentorship a graduate gives back, and the campaigns that fund the next student, under the personal-information and tax-deduction rules that the global platforms do not model. The live instance holds no alumni records yet, so the module is described and not shown.

Admin Console

Admin Console is the administration module. Users and allocations is where the institution's structure becomes access. The group tree holds faculties, departments, programmes, classes and counselling teams. A member is connected to a group and granted a role there, and that grant is what every other module is scoped by. Class allocation gives a lecturer a course and year, programme allocation gives a coordinator a programme, faculty advisors dedicates a counsellor to a faculty so that new cases there are assigned to them automatically, and access requests is where a member's own request for a role is approved or a grant made directly. Terminology renames every component to the institution's own words. Audit is the log of who opened which student's record. Forge is the test page for the institution's data feed, and Meta data holds course equivalences and programme bridges for students who move between programme structures.

Faculty advisors: dedicate a counsellor to a faculty, and the existing allocations of team leads and counsellors per faculty team — **Faculty advisors.** A counsellor dedicated to a faculty receives that faculty's new cases automatically. The list shows the team leads and counsellors already allocated to each faculty's mentoring team.