This article draws together two linked studies on formal teaching spaces within one university. The first consisted of a multi-method analysis, including observations of four teaching events, interviews with academics and estates staff, analysis of architectural plans, and a talking campus tour. The second study surveyed 166 students about their perceptions of existing teaching spaces and dreams of ideal spaces, eliciting qualitative comments. Researchers used a comparative analysis of the data to generate themes. Academics and students held differing conceptions of space. For students, a functional view prevailed with teacher-centred and dominant approaches (lectures, seminars, tutorials) constraining their imagination of fresh possibilities. Academics reflected on the limits and potential of spaces, surfacing more abstract concepts about familiarity, invisibility, space-time dimensions, territoriality and collegiality. The article explores the boundaries that space may place over imagined and alternative pedagogies, and concludes that familiar, computer-networked and conventional spaces may re-inscribe hierarchical, teacher-centred approaches.

This paper presents the process of co-design, co-production, piloting, evaluation and revision of an Integrated Digital Literacy and Language Toolkit for Vulnerable Migrant Students (VMs) in Higher Education (HE). The language element focuses on academic language skills of reading, writing, listening and speaking required for effective involvement in both the host society and HE learning; the acquisition and improvement of digital literacy skills enable VMs to successfully participate in, and contribute to, university and societal collaboration, creativity and content curation. The Toolkit resulted from the co -operation and collaboration of five EU universities and was based on the ASSURE instructional design model. The Toolkit offers a self- access, self- paced, non-linear, fully online set of ten stand-alone units which offer a range of materials and activities to develop those skills pertinent to VM academic language and digital literacy needs. Evaluation by a group of VMs resident in EU countries highlight the positive impact of the Toolkit and validates the instrument as fit for purpose. Noteworthy aspects include its usefulness in supporting student autonomy, improving digital capabilities and academic language mastery,a positive experience of a flexible learning experience along with access to open resources of international scope and dissemination under the Creative Commons licence.

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In this article, we, a team of scholars from Project Unpack, detail our process of successful cross-disciplinary collaboration. We include a discussion of the aims of our collaborative project, our process of collaboration and the roles of each individual organizer, the resources we used to support the collaboration, data sharing practices, and how our research approaches and methodologies have been influenced by engaging in collaborative research. Our collaboration has led us to record and develop a series of nexus points that bring people together, which enabled us to create space for people to tell their stories and listen to others.

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