Bridging the gap: a new approach to student academic support at the University of Exeter

Authors

DOI:

https://doi.org/10.47408/jldhe.vi33.1206

Keywords:

third space, student support, wellbeing, belonging

Abstract

A review carried out during the spring of 2023 identified a need for a new approach to student academic support at the University of Exeter. The model places pastoral mentors within departments to bridge the ‘third space’ gap between academic and professional services student support. For students who are struggling or starting to struggle, they connect the various strands of support systems that can be overwhelming and become a known friendly and non-judgemental advocate within their department who can make a real difference to their ability to succeed in their studies. Implementing a rapid rollout of these third space roles is not without challenge with quantitative indicators of success some way off and well-documented financial issues resulting in universities having to prioritise scarce resources. However, by sharing the experiences of our pastoral mentors to date, we aim to demonstrate how these third space roles, with the focus, expertise, and capacity to look at the whole student experience, can make a tangible difference to student engagement, progression, and outcomes.

Author Biographies

Nicky King, University of Exeter

Nicky King is Associate Pro-Vice Chancellor for Education in the Faculty of Environment, Science and Economy at the University of Exeter. She is a Principal Fellow of the Higher Education Academy and a National Teaching Fellow. She is interested in access to higher education, awarding gaps, student success and how student support can address these issues.

Jess Johnson

Jess Johnson is Head of Learning Piloting and Scaling in the Learning Experiences and Innovation (LXI) team at the University of Exeter. She is an Associate Fellow of the Higher Education Academy and leads the design, implementation and evaluation of strategic projects related to education and the student experience, including academic support. Jess is interested in how higher education providers can support student success both within and outside the curriculum.

Hannah Jordan

Hannah Jordan is a Pastoral Mentor (Associate Lecturer) in the Humanities, Arts and Social Sciences Department at the University of Exeter in Cornwall. She has worked across institutions as a third-space professional and is also an educator and facilitator of arts-based learning. She is interested in Systems Thinking approaches to developing accessible, inclusive, reflective pedagogical practices towards a sustainable future.

Hannah Lyons, University of Exeter

Hannah Lyons is a Pastoral Mentor in the Humanities, Arts and Social Sciences Department at the University of Exeter in Cornwall. She has worked across both Further and Higher Education Institutions as a third-space professional with a focus on student support. With a background in the arts, Hannah has an interest in creative teaching approaches and the benefits of using these as tools for learning and supporting wellbeing and mental health.

References

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Pedler, M. L., Willis, R. and Nieuwoudt, J. E. (2022) 'A sense of belonging at university: student retention, motivation and enjoyment', Journal of Further and Higher Education, 46(3), pp.397-408.

Tovar, E. (2013) A conceptual model on the impact of mattering, sense of belonging, engagement/involvement, and socio-academic integrative experiences on community college students’ intent to persist. CGU Theses and Dissertations. Claremont Graduate University.

World Economic Forum (2023a) Innovative learning solutions to navigate complexity: adapting systems thinking to future classrooms. Available at: Innovative Learning Solutions to Navigate Complexity: Adapting Systems Thinking to Future Classrooms | World Economic Forum (weforum.org) (Accessed: 26 March 2024).

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Zawada, C. (2023) 'Student belonging and mattering: the impact on academic achievement', EduExe Festival 2023, University of Exeter, Exeter, 28 June.

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Published

30-01-2025

How to Cite

King, N. (2025) “Bridging the gap: a new approach to student academic support at the University of Exeter”, Journal of Learning Development in Higher Education, (33). doi: 10.47408/jldhe.vi33.1206.

Issue

No. 33 (2025): Special Edition, Third Space In HE

Section

Identity and positioning

License

Copyright (c) 2025 Journal of Learning Development in Higher Education

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