{"id":{"repo_id":"uwtsd","oai_identifier":"oai:repository.uwtsd.ac.uk:2344"},"canonical_url":"https://search.dev.ndltd.org/etd/uwtsd/oai:repository.uwtsd.ac.uk:2344","repository":{"repo_id":"uwtsd","name":"University of Wales Trinity Saint David","base_url":"https://repository.uwtsd.ac.uk/cgi/oai2"},"display":{"title":"The benefits of peer-led interventions in Higher Education: lessons from practice","abstract":"There are a growing number of peer-led support interventions in Higher Education (Andrews & Clark, 2011). This paper seeks to outline the different types of intervention and the benefits of such interventions. It first seeks to establish definitions that will be used throughout the review such as ‘non-traditional’ students (Goncalves, 2007 cited in Treiniene, 2017) and cultural capital (Bourdieu,1977; 1986). The paper will then explore the reported benefits of various peer-led learning and mentoring interventions using a variety of studies and reports (e.g. Capstick, 2004; Dawson et al, 2014 and Tangalakis et al 2017) before moving on to discuss the main Themes arising from the Review, namely the inter-connectedness of the reported benefits and the considerations for HEIs (e.g. Advance HE 2020b; Andrews & Clark, 2011 and the QAAHE, 2008). The paper closes with a number of recommendations for HEIs based on the findings of the review.","abstract_html":"There are a growing number of peer-led support interventions in Higher Education (Andrews & Clark, 2011). This paper seeks to outline the different types of intervention and the benefits of such interventions. It first seeks to establish definitions that will be used throughout the review such as ‘non-traditional’ students (Goncalves, 2007 cited in Treiniene, 2017) and cultural capital (Bourdieu,1977; 1986). The paper will then explore the reported benefits of various peer-led learning and mentoring interventions using a variety of studies and reports (e.g. Capstick, 2004; Dawson et al, 2014 and Tangalakis et al 2017) before moving on to discuss the main Themes arising from the Review, namely the inter-connectedness of the reported benefits and the considerations for HEIs (e.g. Advance HE 2020b; Andrews & Clark, 2011 and the QAAHE, 2008). 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