How effective are institutional and departmental systems of student support? Insights from an investigation into the support available to students at one English university

Abstract

This article explores the provision and effectiveness of student support in higher education through a review of literature and a case study of the support available to students in one English post‐1992 university. Our investigation focuses on students’ awareness and experience of both university‐wide student support and guidance services and the more localised departmental support provided by tutors and study skills advisors. Data were collected through focus groups and a follow‐up questionnaire to students and semi‐structured interviews with academic staff. The findings indicate low awareness and little take‐up of institutional support services and high take‐up and generally positive experiences of departmental support. However, within this generally positive trend, there is some variation in individual experiences of accessing and using departmental support. Suggestions for improving support stress that consistent and equitable support for all students should be equally available and accessible across all the campuses of a university.