Students as partners in action: Evaluating a university-wide initiative

Authors

  • Leanne Coombe University of Queenlsand https://orcid.org/0000-0003-3304-0503
  • Jasmine Huang University of Queensland
  • Stuart Russell University of Queensland
  • Karen Sheppard University of Queensland
  • Hassan Khosravi University of Queensland

DOI:

https://doi.org/10.15173/ijsap.v2i2.3576

Keywords:

students as partners, whole-of-institution approach, evaluation, challenges, shifts in perception, project management

Abstract

This case study was designed as one of many pilot projects to inform the scaling-up of Students as Partners (SaP) as a whole-of-institution strategy to enhance the student learning experience. It sought to evaluate the other pilots in order to understand the phenomena of partnerships and how students and staff perceive the experience of working in partnership. It also sought to explore the extent of benefits and challenges experienced by staff and students throughout the process and identify potential implications for future implementation.

Downloads

Download data is not yet available.

References

Ahmad, A., Ali, A., VanMaaren, J., Barrington, J., Merritt, O., & Ansilio, K. (2017). Partnership in practice: Implementing Healey’s conceptual model. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3197

Berger, C., Kerner, N., & Lee, Y. (1999). Understanding student perceptions of collaboration, laboratory and inquiry use in introductory chemistry. National Association for Research in Science Teaching.

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://doi.org/10.15173/ijsap.v1i1.3062

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: The International Journal of Higher Education Research, 71(2), 195-208.

Cook-Sather, A. (2014). Student-Faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development, 19(3), 186-198.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching and learning: A guide for faculty. San Francisco, CA: Jossey-Bass.

Curran, R. (2017). Students as Partners—good for students, good for staff: A study on the impact of partnership working and how this translates to improved student-staff engagement. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3089

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

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

Kehler, A., Verwoord, R., & Smith, H. (2017). We are the process: Reflections on the underestimation of power in students as partners in practice. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3176

Lowe, T., Shaw, C., Sims, S., King, S., & Paddison, A. (2017). The development of contemporary student engagement practices at the University of Winchester and Winchester Student Union, UK. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3082

Marie, J., & McGowan, S. (2017). Moving towards sustainable outcomes in student partnerships: Partnership values in the pilot year. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3081

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileve, I., & Woo, J. (2015). Navigating the threshold of student–staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4-15.

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

Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 1-15.

Matthews, K.E., Dwyer, A., Russell, S., & Enright, E. (2018) It is a complicated thing: leaders’ conceptions of students as partners in the neoliberal university. Studies in Higher Education. https://doi.org/10.1080/03075079.2018.1482268

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119

Shaw, N., Rueckert, C., Smith, J., Tredinnick, J., & Lee, M. (2017). Students as Partners in the real world—a whole-institution approach. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3079

The Institute for Teaching and Learning Innovation. (2017). Students as Partners projects at UQ. Retrieved from http://itali.uq.edu.au/content/uq-pilot-projects

Volkov, B., & Baron, M. (2011). Issues in internal evaluation: Implications for practice, training, and research. New Directions for Evaluation, 132, 101-111.

Downloads

Published

2018-12-04

How to Cite

Coombe, L., Huang, J., Russell, S., Sheppard, K., & Khosravi, H. (2018). Students as partners in action: Evaluating a university-wide initiative. International Journal for Students as Partners, 2(2), 85–95. https://doi.org/10.15173/ijsap.v2i2.3576

Issue

Vol. 2 No. 2 (2018)

Section

Case Studies

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

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 - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).