The COVID-19 pandemic has significantly impacted education provision and access across the globe. One key aspect affected is academic advisement, vital to a student's university experience for enhancing success and engagement. While recognizing disparities between academic advisement and student progression at the University of Technology, Jamaica, the study explored the robustness and effectiveness of institutional academic advisement processes since the onset of the COVID-19 pandemic toward successful student engagement and subsequent course completion. A mixed method approach, utilizing surveys, enabled the description of the advisor/advisee experience so that understanding of the role, function, and benefit of academic advisement and its practices could be reviewed. The research was informed through data collected from 108 students and 15 lecturers attached to a Bachelors of Education qualification. The findings revealed that 80% of students sought their advisors on matters related to their course of study. Whilst students valued the advisor's experience and approach, they also recognized weaknesses in administrative functions attached to the process, specifically in student support system capabilities and follow-up. Recommendations include the strategic institutionalization of a mandatory advisement function, enhanced through a dedicated unit with the purpose of successfully enriching the advisee/advisor experience for both student and institutional success in higher education.