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.

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.

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.

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.