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The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success

Abstract

What is integrated practice, and how does it apply to student success? In this article we focus on exploring what third space working and integrated practice means, and how it applies to understanding our identity and leadership in student success, in the context of a pandemic-disrupted academy. We consider the ever-changing nature of this important work, especially in the context of the events of the last two years, and discuss how we might lead into the future to effectively situate post-pandemic student success practice within international university strategies, structures and systems. In the context of integrated practice, we consider: how is our understanding of student success evolving?  What are student success professionals doing at the moment, and what are the hallmarks of our leadership?  How might our identity in this work be understood? What are the core skills/experience required for the future, and how might we lead in uncertain times? 

 

*The authors presented a keynote at the 2022 STARS Conference: The Impact of the Integrated Practitioner – Perspectives on Integrated Practice to Enhance Student Success. This feature article is an abridged version of the presentation written as a feature article.  It refers extensively to contributions in their recent edited publication: The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism (2022) Routledge.

Published: 2022-07-06
Pages:1 to 9
Section:Feature Article
How to Cite
McIntosh, E. ., & Nutt, D. (2022). The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success. Student Success, 13(2), 1-9. https://doi.org/10.5204/ssj.2430

Author Biographies

Middlesex University
United Kingdom United Kingdom

Dr Emily McIntosh is Director of Learning, Teaching and Student Experience at Middlesex University, London. Emily’s role at Middlesex involves cross institutional leadership for learning and teaching, including student transition, technology enhanced learning (TEL), academic practice, equality, diversity and inclusion (EDI), academic advising, and student engagement. Emily is a Principal Fellow of the Higher Education Academy (PFHEA) and a National Teaching Fellow (NTF). She is a member of the Executive Board and Trustee of the Heads of Educational Development Group (HEDG) and is also Academic Board Member of the NACADA Center for Research at Kansas State University, United States. Emily has always had a keen interest in blended and third space working and has published monographs, chapters and articles on a wide variety of topics from personal tutoring and peer learning to integrated practice. Emily is co-editor of the recently published monograph The Impact of the Integrated Practitioner in Higher Education (Routledge, 2022). She is on Twitter: @emilythemac.

United Kingdom United Kingdom

Dr Diane Nutt (PFHEA) is an Independent HE Consultant based in York, UK. Diane established the European First Year Experience Network and Annual Conference Series in 2006. She was chair of the network and organising committee until 2021. She is also on the International Advisory Board for the USA National Resource Center for First Year Experience and Students in Transition. She has been a bookseller, a Sociology lecturer, an educational developer and head of a student retention team. In 2015 she set up as an independent HE consultant, often describing herself as having two heads: one focused on student first year experiences and transitions; the other directing her passion for career development for staff working in higher education in a variety of roles spanning academic, professional and third space settings. Diane has published a number of books and articles on student transitions and staff development including: Bonne & Nutt (2016) Ten Times the First Year: Reflections on Ten Years of the European First Year Experience, Calderon & Nutt (2009) International Perspectives on the First Year Experience in Higher Education, and Nutt (2017) Developing Lecturers to Teach and Support First Year Students and Students in Transition in Middle and Northern Europe (Educational Developments). Diane is co-editor of the recently published monograph The Impact of the Integrated Practitioner in Higher Education (Routledge, 2022)
On twitter: @dixxyd

Open Access Journal
ISSN 2205-0795