This article argues that peer learning, specifically Peer Assisted Study Sessions (PASS), supported by academic tutors, is a valuable part of the agenda to emphasise the social mission of higher education. This study draws on data collected at two time points from respondents who were trained as PASS leaders. The data reveal that peer learning interventions nurture specific proficiencies and attributes of the Citizen Scholar, particularly creativity and innovation, design thinking and resilience. This study focuses on how PASS leader respondents conceptualise and articulate their own learning, relating it to the development of these specific proficiencies and attributes. It also offers insight into how PASS leaders foster the skills of citizen scholarship for those participating in their sessions.

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Research in advising and tutoring in Higher Education (HE) is mostly focused on the US context and, although this literature is widely available, it lacks a systematic, logical path to discovery and access (Troxel et al., 2021). This research topic is aligned with a content analysis of global advising literature, led by Dr. Wendy Troxel at NACADA, which will help to address this issue and identify new avenues of enquiry, focusing in particular on strengthening the evidence-base for advising practice. In an international context, we believe advising and tutoring to be of great importance and, in that regard, global research will help to build a credible evidence base for our practice and to acknowledge the centrality of high quality advising and tutoring to teaching, learning and student success. The promotion of personalized, even individualized, learning is now at the heart of most HE institutional missions, and many universities are currently reviewing their strategic and operational tutoring infrastructure (Lochtie et al., 2018;Thomas, 2012, Thomas, 2017. Indeed, agendas align worldwide to both expand and diversify HE and there is a global focus on understanding the factors that drive student persistence, student outcomes and employability, as well as the context of the role within HE. Personal tutoring has been proven to play a pivotal role creating a bridge between individual students and large and potentially anonymous institutions (Thomas and Hixenbaugh, 2006;Thomas, 2017). In the wake of the Covid19 pandemic, these personal connections need to be emphasized and it is vital that we continue to address known disparities in HE, improve access and participation and redress the marginalization of certain student groups and identities within institutions and disciplines. We believe that effectively tackling these issues will require strategic, connected, purposeful and effective ways of working across recognized institutional and international boundaries. This significant shift in the national and international learning, teaching and student experience cannot be addressed without due regard to the strategic placement of advising and tutoring within universities, in a bid to continuously improve HE learning cultures. Moreover, approaches will increasingly have to understand the challenges and opportunities afforded to us by online instruction and the realization of the blended model of learning and teaching. Recently, Effective Personal Tutoring in Higher Education was published (Lochtie et al., 2018), promoting a more evidence-based approach to advising and tutoring practice and situating it within the wider, international literature

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This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.