ABSTRACT
In this chapter, we consider Learning Development from the student perspective, by speaking with students about their experiences of working with Learning Developers and asking them to reflect on the value of these interactions. We are just as interested in why students might not interact with these services as this will seed the opportunity to rethink current LD provision across the sector. How LD is conceptualised and situated can have an impact on the value assigned to it as well as subsequent access and engagement during studies. Typically, LD is seen as both a spatial and a temporal activity in the mind of the student: it is valuable, it happens somewhere, and frequently it requires a lot of time to engage with. To navigate the use of LD, we would argue LD would greatly benefit from involving students as partners in both the devising delivery and marketing of LD at all levels.
