Academic support as a ‘third space’: a team’s reflection on post-pandemic practice
This paper describes and reflects upon the re-organisation of academic support across a department of architecture, art and design within a British post-92 university drawing on the concept of ‘third space’ in relation to student success. Both the department and the institution are committed to soc...
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| Format: | Article |
| Language: | English |
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Association for Learning Development in Higher Education (ALDinHE)
2025-01-01
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| Series: | Journal of Learning Development in Higher Education |
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| Online Access: | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1192 |
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| author | Jon Baldwin Bonita Charles Emma Davenport John Keefe Debora Minà |
| author_facet | Jon Baldwin Bonita Charles Emma Davenport John Keefe Debora Minà |
| author_sort | Jon Baldwin |
| collection | DOAJ |
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This paper describes and reflects upon the re-organisation of academic support across a department of architecture, art and design within a British post-92 university drawing on the concept of ‘third space’ in relation to student success. Both the department and the institution are committed to social justice, widening participation and academic success. With the introduction of online support during the pandemic and a new team of colleagues, an opportunity arose to revise how academic support was delivered to undergraduate students. For this team, which includes academic mentors and an academic manager, the COVID-19 pandemic brought challenges that impacted our historical delivery of academic support, requiring us to redefine our service to students and colleagues in the light of student success and inspired by the concept of the ‘third space’. This paper reflects upon the changes we made, as a case study, with reference to quantitative data, students’ feedback and Whitchurch’s (2009) framework of knowledges, legitimacies and relationships for blended professionals.
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| format | Article |
| id | doaj-art-f3a78b1f18454f998a6cc68f434e2543 |
| institution | Kabale University |
| issn | 1759-667X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj-art-f3a78b1f18454f998a6cc68f434e25432025-01-31T07:56:49ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2025-01-013310.47408/jldhe.vi33.1192Academic support as a ‘third space’: a team’s reflection on post-pandemic practice Jon Baldwin0https://orcid.org/0000-0002-1132-1614Bonita Charles1https://orcid.org/0009-0005-0234-0193Emma Davenport2https://orcid.org/0009-0009-6892-6903John Keefe3https://orcid.org/0000-0001-6173-5084Debora Minà4https://orcid.org/0009-0000-1675-6441London Metropolitan UniversityLondon Metropolitan UniversityLondon Metropolitan UniversityLondon Metropolitan UniversityLondon Metropolitan University This paper describes and reflects upon the re-organisation of academic support across a department of architecture, art and design within a British post-92 university drawing on the concept of ‘third space’ in relation to student success. Both the department and the institution are committed to social justice, widening participation and academic success. With the introduction of online support during the pandemic and a new team of colleagues, an opportunity arose to revise how academic support was delivered to undergraduate students. For this team, which includes academic mentors and an academic manager, the COVID-19 pandemic brought challenges that impacted our historical delivery of academic support, requiring us to redefine our service to students and colleagues in the light of student success and inspired by the concept of the ‘third space’. This paper reflects upon the changes we made, as a case study, with reference to quantitative data, students’ feedback and Whitchurch’s (2009) framework of knowledges, legitimacies and relationships for blended professionals. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1192third spacestudent successacademic mentorsrelationshipscompassion awarding gap |
| spellingShingle | Jon Baldwin Bonita Charles Emma Davenport John Keefe Debora Minà Academic support as a ‘third space’: a team’s reflection on post-pandemic practice Journal of Learning Development in Higher Education third space student success academic mentors relationships compassion awarding gap |
| title | Academic support as a ‘third space’: a team’s reflection on post-pandemic practice |
| title_full | Academic support as a ‘third space’: a team’s reflection on post-pandemic practice |
| title_fullStr | Academic support as a ‘third space’: a team’s reflection on post-pandemic practice |
| title_full_unstemmed | Academic support as a ‘third space’: a team’s reflection on post-pandemic practice |
| title_short | Academic support as a ‘third space’: a team’s reflection on post-pandemic practice |
| title_sort | academic support as a third space a team s reflection on post pandemic practice |
| topic | third space student success academic mentors relationships compassion awarding gap |
| url | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1192 |
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