This paper considers issues around the support and retention of mature and part-time (MaP) students. It analyses the specific academic development needs of MaP students based on Wenger’s model of learning (1998) which puts the academic learning needs of students into three broad categories; the first is academic confidence and learner identity, the second is the need for MaP students to integrate and build a sense of community and the third is for these students to overcome anxiety through practice and practical considerations. Then an Appreciative Inquiry (Cooperrider, Whitney and Stavros, 2008) approach is used to examine the extent to which the University of Kent’s Student Learning Advisory Service (SLAS) supports MaP students through a programme of self-assessment of needs, one to one advice and targeted study skills sessions. The conclusion points to the positive responses received from  MaP students about the programme but also acknowledges that more could be done; perhaps through reflection on students’ prior knowledge, a stronger emphasis on building social learning networks and the increased use of technology. Key words: mature and part-time students, identity, community, practice

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This paper examines how e-Portfolios have been used in relation to three different models of Personal Development Planning (PDP). It begins with a brief description of the context of the study at the University of Kent. Then, using Clegg and Bradley’s (2006) models of PDP, it identifies three case studies to review: Social Work (the professional model), Sports Studies (the employability model) and Physics (the academic model). The discussion centres on what has been learned from these case studies in relation to PDP practice and embedding of e-Portfolios. The paper will be of interest to academics and curriculum developers introducing e-Portfolios to support various models of PDP.