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 including academic staff/faculty, professional staff, other students and other stakeholders (including librarians, alumni, industry, and community).
The practice of students as partners goes beyond projects or approaches through which people ‘listen to the student voice’, but ultimately do not share power or responsibility. Students as partners 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.
Partnerships involve collaborative practices in mentoring, teaching and assessing; engaging in subject-based research and inquiry; undertaking investigations into the learning and teaching experience (i.e., scholarship of teaching and learning projects); contributing to the design of courses and programs; and engaging in student-staff pedagogic consultations. 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.
We value both practice-orientated and evidence-driven pieces as well as conceptual discussion pieces, as we realize that Students as Partners is both a recognized and a contested term. 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.
Some contributions will be specifically about the process of partnership. Others will focus on examples or outcomes of partnership activities. However, all contributions must discuss the implications for partnerships in learning and teaching in higher education. All contributions need to communicate effectively to the international readership of the journal and avoid jargon and unnecessary or unexplained acronyms. Sufficient institutional- 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 will be sourced from an International Reviewer Panel who are supported and mentored as reviewers. A guidance document for reviewers will be available soon. The IJSaP International Reviewer Panel will comprise staff and students. Reviewers with limited peer review experience will first conduct a practice peer-review on a mock article supported by a co-editorial team. Then a co-editorial team will partner the new reviewer with an experienced reviewer. 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. Wherever possible, we encourage experienced and inexperienced reviewers to sign up in pairs, so that the experienced reviewer can serve as a mentor for the inexperienced reviewer. BOTH reviewers in a pair should complete the expression of interest form separately, and indicate in the appropriate place the name of the individual with whom they’re signing up.
Normally, student reviewers should be currently studying at the undergraduate or postgraduate level in higher education or have graduated in the last two years.
Editors overseeing International Reviewer Panel
- Anthony Cliffe
- Ruth Healey
Co-editorial teams will lead the peer review process for submissions. The review process for research articles, case studies, and reflective essays will be anonymized so that the names of the reviewers and the authors are hidden. Normally:
- Two reviews will be sourced from the ‘International Reviewer Panel’ for research articles, including a review from a student or a student-staff pair
- At least one external review from a staff or student will be sought for case studies and reflective essays
- Opinion pieces and reviews will be reviewed internally within the Editorial Board.
Review procedures for other contributions will be 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 International Journal for Students as Partners is clearly acknowledged as the source.
Editorial Partnership Approach
IJSaP takes a partnership approach to the production of the journal with staff and students collaborating as co-editors.
The inaugural editorial board comprises four co-editorial teams, chaired by a senior editor and supported by an editorial manager.
Each of the co-editorial teams includes student and staff co-editors:
- Co-editorial Team Australia: Kelly Matthews (Queensland); Sandy Leathwick (Queensland)
- Co-editorial Team Canada: Rachel Guitman (McMaster); Beth Marquis (McMaster)
- Co-editorial Team UK: Anthony Cliffe (Liverpool John Moores); Ruth Healey (Chester)
- Co-editorial Team US: Alison Cook-Sather (Bryn Mawr); Anita Ntem (Bryn Mawr)
Senior Editor: Mick Healey (Healey HE Consultants)
Editorial Manager: Cherie Woolmer (McMaster)
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 will usually also be members of the International Reviewer Panel, acting as experienced reviewers and/or partnering with new reviewers as part of the mentored reviewer approach.
Members of the International Advisory Group include:
Sophia Abbot (Trinity University, USA)
Anita Acai (McMaster University, Canada)
Arshad Ahmad (McMaster University, Canada) (Chair)
Sam Dvorakova (University of Edinburgh, UK)
Peter Felten (Elon University, USA)
Abbi Flint (University of Sheffield, UK)
Elizabeth Ho (University of Hong Kong, Hong Kong)
Huang Hoon Chng (National University of Singapore, Singapore)
Philippa Levy (University of Adelaide, Australia)
Vivian Lewis (McMaster University, Canada)
Tanya Lubicz-Nawrocka (University of Edinburgh, UK)
Luke Millard (Birmingham City University, UK)
Caroline Rueckert (Queensland University of Technology, Australia)
Isak Stoddard (Uppsala University and Swedish University of Agricultural Sciences, Sweden)
Roselynn Verwoord (University of British Columbia, Canada)
IJSaP is supported by McMaster University’s Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching.