Research assistant as partner: Collective leadership to facilitate co-production

Authors

  • Joshua Timothy Hill University of Calgary
  • Christy Thomas University of Calgary
  • Barbara Brown University of Calgary

DOI:

https://doi.org/10.15173/ijsap.v3i2.3674

Keywords:

staff-student partnership, students as partners, design-based research, collective leadership, scholarship of teaching and learning

Abstract

In this article, we chronicle our experience of student-faculty partnership within a Scholarship of Teaching and Learning design-based research study. We present our experience of partnership in relation to the student-faculty partnership, collective leadership, adult learning and knowledge building literatures. Key characteristics of our student-faculty partnership are recognizingand using intellectual and experiential resources; practicing principles of knowledge building; and differentiating top-down and lateral decision making. We find the affordances of our partnership to be increased productivity, learning from each other and diversity of ideas and perspectives and limitations to be substantial time commitment, underlying beliefs about students’ capabilities and student-faculty ratio to limitations. We conclude by exploring the impact of our partnership on students, faculty and the university.

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References

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Published

2019-05-07

How to Cite

Hill, J. T., Thomas, C., & Brown, B. (2019). Research assistant as partner: Collective leadership to facilitate co-production. International Journal for Students as Partners, 3(2), 129–138. https://doi.org/10.15173/ijsap.v3i2.3674

Issue

Vol. 3 No. 2 (2019)

Section

Case Studies

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