About the Journal
IJSaP is supported by McMaster University’s Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching.
Focus and Scope
The focus of IJSaP is students as partners in learning and teaching in higher education. This may involve students working with a wide variety of potential partners (referred to as staff) including academic staff/faculty, professional staff, other students, and other stakeholders (including librarians, alumni, industry, and the community).
The practice of engaging with students as partners is ultimately about sharing power and responsibility through relational and dialogic processes. Partnership approaches include students and staff as active collaborators in initiatives where those involved have co-responsibility for the development, practice, analysis, affirmation, and revision of practices related to learning and teaching.
There are many ways students and staff work together in partnership, including:
- mentoring, teaching, assessing, and peer learning
- researching within the discipline
- investigating learning and teaching experiences
- designing of courses and programs (co-creation of curriculum)
- pedagogic consultations
- representation and governance around teaching and learning
Partnerships in the transition into and out of higher education and in extra-curricular activities are also relevant where they have an impact on learning and teaching in higher education.
The term, students as partners, is both recognized and contested. The founding editors’ choice to use the term in the title of the journal constitutes an assertion of the importance of students taking their place among partners focused on learning and teaching in higher education. At the same time, it signals an invitation for critical dialogue among contributors and readers about how to name and how to continue to interrogate collaboration and co-creation among students and staff. Our commitment is to capture the many practices and the wide-ranging scholarly considerations through a diversity of writing genres.
We value and welcome practice-orientated and evidence-driven pieces as well as conceptual and reflective discussion pieces.
The focus of IJSaP is on the process of partnership rather than the outcomes of projects and initiatives. Hence all contributions must discuss the implications for partnerships in learning and teaching in higher education. In addition, all contributions need to communicate effectively to the international readership of the journal and avoid jargon and unnecessary or unexplained acronyms. Sufficient institutional-, disciplinary- and national-specific detail should be included to inform an international readership of the impact that local culture and politics have on the outcomes of the research or nature of the initiative discussed.
Peer Review Process
The pool of reviewers for IJSaP is sourced from an International Reviewer Panel who are supported and mentored as reviewers. The IJSaP International Reviewer Panel is comprised of staff and students. Reviewers with limited peer-review experience are invited to first conduct a practice peer-review on a mock article supported by a co-editorial team. This partnership model seeks to build the capacity of new reviewers, whilst ensuring high quality professionalism amongst the International Reviewer Panel.
Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form.
Normally, student reviewers should be currently studying at the undergraduate or postgraduate level in higher education or have graduated in the last two years.
Co-editorial teams lead the peer review process for submissions. The review process for research articles, case studies, and reflective essays is anonymized so that the names of the reviewers and the authors are hidden. Normally:
- Two reviews are sourced from the International Reviewer Panel for research articles, case studies and reflective essays including a review from a student.
- Opinion pieces and reviews are typically reviewed internally within the Editorial Board.
Review procedures for other contributions are determined on a case-by-case basis.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Authors are free to deposit a pdf of their published work in their institutional repositories as long as the International Journal for Students as Partners is clearly acknowledged as the source.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Editorial Partnership Approach
IJSaP takes a partnership approach to the production of the journal with staff and students collaborating as co-editors.
The editorial board is comprised of six co-editorial teams, chaired by a senior editor and supported by an editorial manager, an editorial assistant and a communications officer.
Each of the co-editorial teams includes student and staff co-editors:
- Co-editorial Team Australia: Nattalia Godbold (student, University of Queensland or UQ); Kelly Matthews (staff, UQ); Caelan Rafferty (student & staff, UQ)
- Co-editorial Team Canada: Katie Doran (student, McMaster University); Sharonna Greenberg (staff, McMaster University)
- Co-editorial Team China (Hong Kong): Connie Kwan (student, University of Hong Kong); Benjamin Moorhouse (staff, Hong Kong Baptist University)
- Co-editorial Team Malaysia/China (Mainland): Abderrahim Benlahcene (student, Universiti Utara Malaysia); Amrita Kaur (staff, Wenzhou-Kean University)
- Co-editorial Team UK: Ruth Healey (staff, University of Chester); Harry West (student, University of the West of England)
- Co-editorial Team USA: Alison Cook-Sather (staff, Bryn Mawr); Sarah Slates (student, Bryn Mawr)
Senior Editor: Mick Healey (staff, Healey HE Consultants, UK)
Editorial Manager: Rachel Guitman (staff, McMaster, Canada)
Editorial Assistant: Nicole Moning (staff, McMaster, Canada)
International Advisory Group
A small, distinguished group of experts in students as partners advise the Editorial Board on a regular basis as to the development of the journal. These experts include both academics and students. Members of this group are usually also members of the International Reviewer Panel, acting as experienced reviewers.
Members of the International Advisory Group include:
- Sophia Abbot (student, George Mason University, USA)
- Arshad Ahmad (staff, Lahore University of Management Sciences, Pakistan)
- Kim Dej (staff, McMaster University, Canada) (Chair)
- Sam Dvorakova (student, University of Edinburgh, UK)
- Peter Felten (staff, Elon University, USA)
- Abbi Flint (staff, University of Bradford, UK)
- Elizabeth Ho (staff, University of Hong Kong, China)
- Vivian Lewis (librarian, McMaster University, Canada)
- Tanya Lubicz-Nawrocka (student), University of Edinburgh, UK)
- Beth Marquis (staff, McMaster University, Canada)
- Luke Millard (staff, Abertay University, UK)
- Amanda Peach (librarian, Berea College, USA)
- Caroline Rueckert (staff, Queensland University of Technology, Australia)
- Roselynn Verwoord (student, University of British Columbia, Canada)
- Cherie Woolmer (staff, Mount Royal University, Canada)