This book explores the challenges of improving the student experience in higher education through a ‘third space’ perspective. This key text studies a variety of approaches by drawing on higher education policy, interviews with academics working in third space roles in higher education in the UK, France, Germany, Holland, North America and Italy, as well as auto-ethnographic narratives. The chapters consider key topical areas affecting student experience including academic support, assessment and feedback, creative approaches to pedagogy, approaches to supporting international students and students as partners. This work offers further insights into the way in which the ‘third space’ roles are so important to the functioning of higher education institutions and the ways in which the improvement of the student experience is inexorably intertwined with those in such roles. With evaluative and practice-based insights into embedding institutional changes to improve student outcomes, this book bridges the gap between academia and administration and is ideal reading for anyone interested in improving the student experience within their institution.

Bringing together cutting-edge research from over 50 leading international scholars, this forward-looking Research Handbook offers theoretical and empirical insights into the student experience in higher education.

Supporting Student Diversity in Higher Education is a working manual that is designed to help managers, academics and members of the professional service teams within universities, recruit and support a diverse student body across the student lifecycle at the same time as delivering a quality student experience in a challenging and pressured environment. Using the Student Experience Practitioner Model as a framework, this book helps colleagues responsible for improving the student experience navigate their way through the maze of student diversity across all levels of study, determining what to deliver, how to deliver it and to whom. It interlinks academic, welfare and support activities at faculty department, school, course and university level to support the student in their university journey. Containing 40 practical and innovative undergraduate UK and international case studies from across 12 countries spanning four continents, this book provides practical examples of recruiting and supporting a diverse student body. It includes initiatives to support: mature students (e.g. academic re-engagement); students with special needs (e.g. dyslexia and other disabilities); international students (e.g. language support requirements); students at risk (e.g. lower socio-economic groups, care leavers, male learners); Transfer and direct entry students (e.g. supporting students through this transition); individual learners and their learning needs (impact of personality on learning); students who support students (e.g. peer support). This book will be of great use to senior and middle administrative managers and academics involved in the recruitment, retention and progression of students; and also to anyone involved in education policy and students aiming to work in higher education.

This book outlines a new student lifecycle framework for practitioners together with working solutions to real problems in the form of exemplar case studies from the UK and internationally.

This timely and rigorous edited collection discusses complex processes related to student experience and belonging in contemporary higher education worldwide. It brings together a variety of recent research that explores contemporary undergraduate student experience in and of higher education. Drawing on the case studies from the UK, the USA, Israel and China and a variety of university settings, the chapters problematise the complex processes of developing a sense of belonging in contemporary universities that are increasingly diverse in terms of student population but also heavily marketised. Further, they draw attention to the effects of marketisation on the changing interpersonal relationships in student experience. Above all, the themes covered in this issue promote an understanding of student experience and belonging as a dynamic, relational and non-linear process, intersecting with pre-existing social inequalities as well as market dynamics that forcefully continue to reshape the sector and university practices. This book provides a timely and academically rigorous account of contemporary student experience and belonging in the global context of higher education. Contemporary Dynamics of Student Experience and Belonging in Higher Education will be a key resource for scholars, practitioners and researchers of higher education, education policy and leadership, educational studies and research, and anyone interested in understanding and supporting students. It was originally published as a special issue of Critical Studies in Education.

This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback. - The first book of its kind on student feedback specific to social sciences and will be a scholarly resource for all stakeholders to enhance learning/teaching through student feedback - Will interrogate student feedback in social science disciplines, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning - Contributions come from experienced academics, experts and practitioners in the area

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.

There are 100 million students in higher education throughout the world today. This collection provides some indication of what are they are learning and of their wider experiences. It also outlines the changing global context of provision for undergraduate students as countries and universities respond to what they anticipate will be new demands f

Increasing corporate social responsibility demands professionals possess the necessary knowledge, abilities, and competencies to answer the needs of a diverse organization’s stakeholders. This book highlights the most recent issues related to higher education in the fields of management and engineering. It explains why a sustainable education is a requirement for professionals, as well as the organizations they collaborate with. Higher Education: Progress for Management and Engineering focuses on the latest research findings in the field of higher and sustainable education. It discusses the progress, shares knowledge and insights on an international scale, and highlights the challenges faced to obtain and secure a more responsible and sustainable management system. Selecting different options and strategies, how to set priorities on managing competition, and how to succeed as an organization that can lead to successes in both national and international markets are covered within this book. This book can be used as a reference for researchers, academics, managers, engineers, and other professionals involved in higher and sustainable education in management and engineering.