Higher Education is experiencing a critical reform process in which, among other
things, the importance of the social dimension has been highlighted. The essential
role that the University has to play in promoting social cohesion and reducing
inequalities should be translated into the provision of adequate services to students
and the creation of more flexible pathways (London Communiqué, ).
As a consequence, international studies (such as the Eurostudent project ) have
been promoted, allowing a first characterisation of the different “publics” that
enter Higher Education, and providing statistical and comparable data on many
European countries. However, it is necessary to go beyond this information, adopting
a more in–depth perspective that allows us to go deeply into the daily reality of
non–traditional students. This paper presents the process and results of research
that has been developed in two university contexts which have different traditions
regarding the provision of support services for students: the University of Seville
and the University of Nottingham.
First, a description of the profiles of non–traditional students in both contexts is
made, emphasising some of the problems and difficulties they experience. This
information comes from the analysis of written narratives of a total of students
( in the University of Seville and at the University of Nottingham).
Second, existing services in both universities are described, exploring the opinions
of the technical staff of these services concerning the mechanisms and support
strategies commonly used. This information has been collected through open–
question interviews of technical staff and people in charge of the support services
in both universities.
Beyond looking at the comparison between the services and profiles in both
contexts, the results are intended to serve as a reflection of the strengths and
weaknesses in the support given to students with non–traditional profiles, who
may present disadvantages and the risk of social and academic exclusio
