L'accompagnement méthodologique

Abstract

The aim of the article is to analyze the concept of student support in higher education. Based on previous work by Romainville and Noel, the first part sums up the main features of student support. Then, two different approaches to student support, both trialled at a French university, are compared to gain a better understanding of, first, their theoretical framework and, second, the teacher's or mentor's role. Capitalizing on the results, we refine the definition of learning support for students. The conclusion highlights the importance of adopting a political and institutional strategy to help teachers change their way of working and develop student support skills.