'It depends': Exploring the context-dependent nature of students as partners practices and policies

Authors

DOI:

https://doi.org/10.15173/ijsap.v2i1.3472

Keywords:

Students as Partners

Downloads

Download data is not yet available.

Author Biographies

Mick Healey

Mick Healey is an HE Consultant and Researcher at Healey HE Consultants.  He is also an Emeritus Professor at the University of Gloucestershire, UK and The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada.  He is the Senior Editor of the International Journal for Students as Partners.

Ruth Healey, University of Chester

Ruth L. Healey is a Senior Lecturer at the University of Chester, UK.  In 2016, she joined Healey HE Consultants.  She is a National Teaching Fellow, a member of the Editorial Board of the Journal of Geography in Higher Education (JGHE) and is one of the inaugural editors of the International Journal for Students as Partners.

References

Acedo, C. (2010). Editorial: Context matters. Prospects, 40, 417-420.https://doi.org/10.1007/s11125-010-9175-1

Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways? International Journal for Students as Partners 1(1). https://mulpress.mcmaster.ca/ijsap/issue/view/306

Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208. https://doi.org/10.1007/s10734-015-9896-4

Bovill, C., & Felten, P. (2016). Engaging students as partners in learning and teaching: Implications for academic development. International Journal for Academic Development: Special Issue, 21(1), 1-3.

https://doi.org/10.1080/1360144X.2016.1124967

Bryson, C., Furlonger, R., & Rinaldo-Langridge, F. (2016). A critical consideration of, and research agenda for, the approach of “students as partners.” Proceedings of the 40th International Conference on Improving University Teaching, University of Ljubljana, Ljubljana, Slovenia. Retrieved from http://www.iutconference.com/2016/01/a-critical-consideration-of-and-research-agenda-for-the-approach-of-students-as-partners/

Cliffe, A., Cook-Sather, A., Healey, M., Healey, R., Marquis, B., Matthews, K. E., Mercer

Mapstone, L., Ntem, A., Puri, V., & Woolmer, C. (2017). Launching a journal about and through students as partners. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3194

Cook-Sather, A. (2017, June). What our uses of theory tell us about how we conceptualize

student-staff partnership. Paper presented at the RAISE International Colloquium on Partnership, Birmingham. Retrieved from http://www.raise-network.com/wp-ontent/uploads/2017/06/RAISE_Keynote_Colloquium_ACS.pdf

Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching and Learning Inquiry, 4(2). https://doi.org/10.20343/teachlearninqu.4.2.5

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching and

learning: A guide for faculty. San Francisco: Jossey-Bass.

Cousin, G. (2013). Evidencing the value of educational development by asking awkward questions. In V. Bamber (Ed.), Evidencing the value of educational development. SEDA Special 34, pp. 19-22.

Cox, M. (2004). Introduction to faculty learning communities. New Directions in Teaching and Research 97, 5-23. https://doi.org/10.1002/tl.129

Crossley, M. (2010). Context matters in educational research and international development: Learning from the small states experience. Prospects, 40(4), 421-429. https://doi.org/10.1007/s11125-010-9172-4

de Bie, A., Marquis, E., Cook-Sather, A., & Luqueño, L. (2018). Valuing knowledge(s) and cultivating confidence: Contributing to epistemic justice via student-faculty pedagogical partnerships. Manuscript in preparation.

Deming, W. E. (1993). The new economics for industry, government, education. Cambridge, MA: MIT Centre for Advanced Engineering Studies.

Dwyer, A. (2018). Toward the formation of genuine partnership spaces. International Journal for Students as Partners, 2(1). https://doi.org/10.15173/ijsap.v2i1.3503

Felten, P. (2016). On the threshold with students. In R. Land, J. F. H. Meyer, & M. T. Flanagan (Eds.), Threshold concepts in practice (pp. 3-9). Rotterdam: Sense Publishers. Retrieved from https://www.researchgate.net/publication/305112911_On_the_Threshold_with_Students

Felten, P. (2017). Emotion and partnerships. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3070

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. http://dx.doi.org/10.1037/0003-066X.56.3.218

Gibbs, G. (2010). The importance of context in understanding teaching and learning: Reflections on thirty five years of pedagogic research. Keynote presented at the International Society for the Scholarship of Teaching Annual Conference, Liverpool, UK. Retrieved from http://issotl10.indiana.edu/plenary.html

Gibbs, P. (Ed.) (2017). The pedagogy of compassion at the heart of higher education. Netherlands: Springer.

Healey, M. (2018). Students as partners and change agents in learning and teaching in higher education. Retrieved from https://www.mickhealey.co.uk/resources.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy. https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf

Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching and Learning Inquiry, 4(2). http://dx.doi.org/10.20343/teachlearninqu.4.2

Healey, M., & Jenkins, A. (2003). Discipline-based educational development. In H. Eggins, & R. Macdonald (Eds.), The scholarship of academic development (pp. 47-57). Milton Keynes: Open University Press.

Healey, R. L., Healey, M., & Cliffe, A. (2018). Engaging in radical work: Students as partners in academic publishing. Efficiency Exchange http://www.efficiencyexchange.ac.uk/12775/engaging-radical-work-students-partners-academic-publishing/

Higher Education Academy (2015). Framework for student engagement through partnership.

York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/sites/default/files/downloads/student-enagagement-through-partnership-new.pdf

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the teaching commons. San Francisco: Jossey-Bass.

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute. The International Journal for Academic Development, 21(1), 4-15. https://doi.org/10.1080/1360144X.2015.1113538

Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1). https://journals.gre.ac.uk/index.php/raise/article/view/380/338

Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2).https://doi.org/10.15173/ijsap.v1i2.3315%20

Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2018). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in teaching and learning. Manuscript in preparation.

Matthews, K. E., Cook-Sather, A., & Healey, M. (2018). Connecting learning, teaching, and research through student-staff partnerships: toward universities as egalitarian learning communities. In V. Tong, A. Standen, A., & M. Sotiriou, (Eds.), Research equals teaching: Inspiring research-based education through student-staff partnerships (pp. 23-29). London: UCL Press. Retrieved from http://www.ucl.ac.uk/ucl-press/browse-books/shaping-higher-education-with-students

McKinney, K. (2015). Tips for publishing SoTL work. SoTL Advocate Blog 13th January.

Retrieved from https://illinoisstateuniversitysotl.wordpress.com/2015/01/13/tips-for-publishing-sotl-work/

Niven, K., Totterdell, P., Holman, D., & Headley, T. (2012). Does regulating others’ feelings influence people’s own affective well-being? Journal of Social Psychology, 152(2), 246-260. https://doi.org/10.1080/00224545.2011.599823

Noland, K. (1988, March). Context. Speech delivered at University of Hartford to symposium "The Bennington Years.” Retrieved from http://www.sharecom.ca/noland/nolandtalk.html

Powers, M. (2012). Reflections on seven core principles of facilitating faculty-student partnerships within an educational initiative. Teaching and Learning Together in Higher Education, 7. http://repository.brynmawr.edu/tlthe/vol1/iss7/9?utm_source=repository.brynmawr.edu%2Ftlthe%2Fvol1%2Fiss7%2F9&utm_medium=PDF&utm_campaign=PDFCoverPages

QAA (Quality Assurance Agency for Higher Education) (2012). Chapter B5: Student engagement. UK Quality Code for Higher Education. Gloucester: QAA. Retrieved from www.qaa.ac.uk/publications/informationandguidance/pages/quality-code-B5.aspx

Roxå, T., Olsson, T., & Mårtensson, K. (2008). Appropriate use of theory in the scholarship of teaching and learning as a strategy for institutional development. Arts and Humanities in Higher Education, 7(3), 276-294.

Taber, K. S. (2013). Classroom-based research and evidence-based practice: An introduction (2nd ed.). London: Sage.

Trowler, P., & Cooper, A. (2002). Teaching and learning regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes. Higher Education Research and Development, 21(3), 221-240. https://doi.org/10.1080/0729436022000020742

University of Hertfordshire (2018). Embedding and assessing compassion on the university curriculum. Retrieved from: https://www.youtube.com/watch?v=3jFVTCuSCOg

Werder, C., & Skogsberg, E. (2013). Trusting dialogue for engaging students. In E. Dunne, & D. Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 133-144). Bingley: Emerald.

Williams, M. (2015). Affect, emotion, and emotion regulation in the workplace: Feelings and

attitudinal structuring. Negotiation Journal, October, 425-428. https://doi.org/10.1111/nejo.12120

Williamson, M. (2013). Guidance on the development and implementation of a student partnership agreement in universities. Edinburgh: Sparqs. Retrieved from https://www.sparqs.ac.uk/ch/Student%20Partnership%20Agreement%20Guidance%20-%20final%20version.pdf

Downloads

Published

2018-05-07

How to Cite

Healey, M., & Healey, R. (2018). ’It depends’: Exploring the context-dependent nature of students as partners practices and policies. International Journal for Students As Partners, 2(1), 1–10. https://doi.org/10.15173/ijsap.v2i1.3472

Issue

Section

Editorial