From the margins to the core: implementing an inclusive academic community for empowered learning

In higher education (HE), academic development and in-sessional provision have traditionally existed at the margins, often treated as supplementary rather than integral to institutional priorities. However, as student demographics and academic demands evolve, the need for a more inclusive, integrated approach to student support becomes increasingly pressing. This reflective analysis explores the collaboration between two services situated within the third space (Whitchurch, 2008): academic skills provision offered by the Centre for Educational Enhancement and Development (CEED) and Academic English Services (AES) provided by the International Education Institute (IE). Through this partnership, we sought to challenge entrenched othering structures that distinguish international from home students and reinforce the problematic dichotomy between native and non-native English speakers. Drawing from practitioner-based enquiry, we outline the steps taken to integrate these services and develop a student-centred provision that fosters autonomy and inclusivity. Our approach intentionally moves beyond problematising existing labels, instead focusing on dismantling institutional barriers that have historically segregated academic and language support. By aligning pedagogical and operational strategies, we created a unified framework that allows all learners to access tailored support without being restricted by linguistic or institutional classifications. This reflective analysis critically examines the early stages of our collaboration, drawing from qualitative and quantitative data to evaluate its impact. We unpick the successes and challenges encountered in navigating institutional constraints, streamlining service provision, and fostering a more cohesive academic community. Our findings contribute to ongoing discussions on cross-departmental collaborations and provide a potential blueprint for integrating academic and language development within the third space. Ultimately, we advocate for a model that prioritises learner agency, challenges deficit-based perspectives, and repositions academic development as a core function within HE institutions.