Former approaches to learning support, primarily sending the student outside of the department for help, are not sufficient to meet the demands of the current intakes of students in many universities. The traditional notion is that support is remedial and exclusive to a few; the movement in HE is towards inclusive approaches, learning development and a more skills-sensitive curriculum as desirable for all students. The traditional model placed the deficit within the student; in today’s teaching climate, it is important to identify not only ‘at risk’ students but also ‘at risk’ environments.
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