The first aim of this project was to develop evidence-informed models of academic advising for Postgraduate Taught (PGT) courses that was aligned to the institutional Academic Advising Framework, provided a consistently good experience, and yet was flexible enough to cater for diverse courses and student requirements. The second aim was to evaluate the effectiveness of these models. Three main models were created: Model 1 (out of curriculum); Model 2 (embedded approach); Model 3 (extended advising). A fourth, by permission only, student-led ‘Model X’, was also created in response to the needs of particular cohorts and departments. Following model implementation student awareness of the Academic Adviser (AA) role and of who theirs is was significantly greater. There were significant increases in the perceptions that academic advisers provided useful advice and guidance, referred to further support as appropriate, and took a personal interest in them, as well as a decrease in end of year withdrawal rates, post-model implementation compared with pre-model implementation. Comparing models, Model 2 (embedded) elicited the most positive results. A higher proportion of students experiencing Model 2 reported they had the opportunity and took up the opportunity to meet with their AA compared with any other model. Additionally, these students had significantly higher agreement that their AA takes a personal interest in them and that they provide useful advice and guidance to aid academic progress and development. Thematic analysis qualitative data, pre- and post-implementation revealed six themes: Academic, Professional, Personal, Relational, Contact and AA Model. Based on the evaluation and research conducted by the working group we have the following recommendations: 1. The importance of Academic Advising in PGT courses should not be understated. 2. Academic Advising should be embedded in curriculum (Model 2), where possible. 3. Model 3 is strongly recommended for courses with high proportions of international students.