Reconceptualising student support: from ‘support’ to ‘supportive’

Abstract

This article explores concepts of student support in higher education. It draws on findings from a research project that considered what students understood by ‘support’ and what for them was, or had been, more or less helpful. The project drew on the perspectives of five cohorts of undergraduate and postgraduate students, based in three departments of one higher education institution in the UK. The views of all students within these cohorts were explored (i.e. not just those who had accessed support as defined by the institution). Within the changing contexts of higher education, and in response to perceived changing student needs, support structures within institutions have continued to grow and develop. Although there are no easy answers to the provision of support, the reconceptualisation proposed in this article suggests a shift from ‘support’ as a mainly reactive response to perceived student problems, to ‘supportive’ (and proactive) cultures and contexts.

Acknowledgements

The authors would like to thank the staff and students of the higher education institution where the research was conducted for their time and positive engagement with the project. Thanks are also extended to Valerie Hey, Carol Robinson and three anonymous reviewers for their helpful comments on earlier drafts of this article.