Quality with integrity: Working in partnership to conduct a program review
DOI:
https://doi.org/10.15173/ijsap.v3i2.3757Keywords:
quality assurance processes, program review, SoTL, neoliberalization, emotionsAbstract
Quality assurance processes often include reductive quantitative metrics that view higher education through a neoliberal lens. This paper reports on a student-faculty partnership that conducted a quality review of an undergraduate program at a large research university and shows that working in partnership brings integrity and constructive complexity to the quality assurance process. The partnership laid the groundwork for realistic enhancements in the undergraduate program by weaving multiple, authentic perspectives from student and faculty stakeholders into the review. The authors also experienced profound growth in their sense of connection to each other and to the university community. These outcomes suggest that conducting quality assurance in partnership can destabilize traditional power structures and disrupt a transactional understanding of faculty-student relationships, while also satisfying regulatory requirements.
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References
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(2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and
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https://doi.org/10.5206/cjsotl-rcacea.2017.2.8
Bernstein, D. (2013). How SoTL-active faculty members can be cosmopolitan assets to an institution. Teaching & Learning Inquiry, 1(1), 35-40. https://doi.org/10.20343/teachlearninqu.1.1.35
Boose, D., & Hutchings, P. (2016). The scholarship of teaching and learning as a subversive activity. Teaching & Learning Inquiry, 4(1), 1-12. https://doi.org/10.20343/teachlearninqu.4.1.6
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., & Bulley, C. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. In C. Rust (Ed.), Global theories and local practices: Institutional, disciplinary and cultural variations. (pp. 176-188). Oxford: Oxford Brookes University: Oxford Centre for Staff and Learning Development. Retrieved from http://eprints.gla.ac.uk/57709/
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., Morss, K., & Bulley, C. J. (2009). Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review. Pedagogic Research in Maximising Education, 3(2), 17-26. Retrieved from http://eprints.gla.ac.uk/8660/
Cates, R. M., Madigan, M. R., & Reitenauer, V. L. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://doi.org/10.15173/ijsap.v2i1.3341
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: Learning to be a university student. Studies in Higher Education, 33(5), 567-581. https://doi.org/10.1080/03075070802373040
Collini, S. (2012). What are universities for? London: Penguin Books.
Cook-Sather, A. (2014). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science, 42(1), 31-46. https://doi.org/10.1007/s11251-013-9292-3
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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
Elassy, N. (2013). A model of student involvement in the quality assurance system at institutional level. Quality Assurance in Education, 21(2), 162-198. https://doi.org/10.1108/09684881311310692
ESG. (2015). Standards and guidelines for quality assurance in the European Higher Education
Area (ESG). Brussels: European Association for Quality Assurance in Higher Education.
Retrieved from https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121-125. Retrieved from https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57376/43149
Gordon, G. (2010). SoTL and the quality agenda. International Journal for the Scholarship of Teaching and Learning, 4(2). https://doi.org/10.20429/ijsotl.2010.040203
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Hutchings, P., Borin, P., Keesing-Styles, L., Martin, L., Michael, R., Scharff, L., Simkins, S., & Ismail, A. (2013). The scholarship of teaching and learning in an age of accountability: Building bridges. Teaching & Learning Inquiry, 1(2), 35-47. https://doi.org/10.20343/teachlearninqu.1.2.35
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Lizzio, A., & Wilson, K. (2009). Student participation in university governance: The role conceptions and sense of efficacy of student representatives on departmental committees. Studies in Higher Education, 34(1), 69-84. https://doi.org/10.1080/03075070802602000
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. International Journal for Academic Development, 21(1), 4-15. https://doi.org/10.1080/1360144X.2015.1113538
Marquis, E., Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: The reflections of participants at an international summer institute. Teaching in Higher Education, 22(6), 720-735. https://doi.org/10.1080/13562517.2017.1289510
McKenny, P., Varanese, J., & Anderson, C. (2017, November). Program review: Nightmare? or dream come true with student-staff-faculty partnerships! Paper presented at Research on Teaching & Learning, Hamilton, ON.
McKinney, K., Jarvis, P., Creasey, G., & Herrmann, D. (2010). A range of student voices in the scholarship of teaching and learning. In C. Werder & M. M. Otis (Eds.), Engaging student voices in the study of teaching and learning (pp. 81-95). Sterling, VA: Stylus Publishing.
McMaster University. (2003). Mission and vision. Retrieved from https://president.mcmaster.ca/mission-and-vision/
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & 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
Miller-Young, J. E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, A., & Ward, V. (2017). Leading up in the scholarship of teaching and learning. Canadian Journal for the Scholarship of Teaching and Learning, 8(2), 1-17. https://doi.org/10.5206/cjsotl-rcacea.2017.2.4
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Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In R. Land & G. Gordon (Eds.), Enhancing quality in higher education: International perspectives (pp. 118-128). London: Routledge.
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Quality Assurance Agency. (2018). The revised UK quality code for higher education. Gloucester: Quality Assurance Agency UK Standing Committee for Quality Assessment. Retrieved from https://www.qaa.ac.uk/quality-code
Quality Assurance Agency Scotland. (n.d.). Quality enhancement framework. Retrieved from https://www.qaa.ac.uk/scotland/quality-enhancement-framework
Rauhvargers, A., Deane, C., & Pauwels, W. (2009). Bologna process stocktaking report. Leuven/Louvain la Neuve: Bologna Follow-up Group Stocktaking Working Group. Retrieved from http://www.ehea.info/pid34367/implementation-and-national-reports.html
Shah, M., Hartman, K., & Hastings, G. (2014). Partners or opponents: The engagement of students in a compliance driven quality assessment. Perspectives: Policy and Practice in Higher Education, 18(1), 20-28. https://doi.org/10.1080/13603108.2013.835288
Stensaker, B., & Harvey, L. (2011). Accountability in higher education: Global perspectives on trust and power. New York: Routledge.
van der Velden, G. M., Naidoo, R., Lowe, J. A., Bótas, P. C. P., & Pool, A. D. (2013). Student engagement in learning and teaching quality management. Gloucester: Quality Assurance Agency for Higher Education. Retrieved from http://www.bath.ac.uk/learningandteaching/pdf/student_engagement/Project_Report_11.9.2013.pdf
Varwell, S. (2016). Engaging students in Institution-led review: A practice guide for universities and students’ associations. Retrieved from https://www.sparqs.ac.uk/upfiles/ILR%20Practice%20Guide.pdf
Wall, A. F., Hursh, D., & Rodgers III, J. W. (2014). Assessment for whom: Repositioning higher education assessment as an ethical and value-focused social practice. Research & Practice in Assessment, 9, 5-17. Retrieved from http://www.rpajournal.com/assessment-for-whom-repositioning-higher-education-assessment-as-an-ethical-and-value-focused-social-practice/
Weller, S., & Mahbubul, A. (2019). The student role in quality: From data source to partner and back again. In R. Ellis & E. Hogard (Eds.), Handbook of quality assurance for university teaching (pp. 196-207). New York: Routledge.
Wijaya Mulya, T. (2018). Contesting the neoliberalisation of higher education through student-faculty partnership. International Journal for Academic Development, 1, 86-90. https://doi.org/10.1080/1360144X.2018.1520110
(2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and
definitions. Canadian Journal for the Scholarship of Teaching and Learning, 8(2), 1-20.
https://doi.org/10.5206/cjsotl-rcacea.2017.2.8
Bernstein, D. (2013). How SoTL-active faculty members can be cosmopolitan assets to an institution. Teaching & Learning Inquiry, 1(1), 35-40. https://doi.org/10.20343/teachlearninqu.1.1.35
Boose, D., & Hutchings, P. (2016). The scholarship of teaching and learning as a subversive activity. Teaching & Learning Inquiry, 4(1), 1-12. https://doi.org/10.20343/teachlearninqu.4.1.6
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., & Bulley, C. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. In C. Rust (Ed.), Global theories and local practices: Institutional, disciplinary and cultural variations. (pp. 176-188). Oxford: Oxford Brookes University: Oxford Centre for Staff and Learning Development. Retrieved from http://eprints.gla.ac.uk/57709/
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., Morss, K., & Bulley, C. J. (2009). Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review. Pedagogic Research in Maximising Education, 3(2), 17-26. Retrieved from http://eprints.gla.ac.uk/8660/
Cates, R. M., Madigan, M. R., & Reitenauer, V. L. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://doi.org/10.15173/ijsap.v2i1.3341
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: Learning to be a university student. Studies in Higher Education, 33(5), 567-581. https://doi.org/10.1080/03075070802373040
Collini, S. (2012). What are universities for? London: Penguin Books.
Cook-Sather, A. (2014). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science, 42(1), 31-46. https://doi.org/10.1007/s11251-013-9292-3
Cook-Sather, A. (2018). Listening to equity-seeking perspectives: How students’ experiences of pedagogical partnership can inform wider discussions of student success. Higher Education Research & Development, 37(5), 923-936. https://doi.org/10.1080/07294360.2018.1457629
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey-Bass.
Council of Ontario Universities. (2017). Partnering for a better future for Ontario. Toronto: Council of Ontario Universities. Retrieved from https://ontariosuniversities.ca/reports/partnering-better-future-ontario
Crawford, K., Horsley, R., & Parkin, E. (2019). How can students engage in assuring the quality of university teaching? In R. Ellis & E. Hogard (Eds.), Handbook of quality assurance for university teaching (pp. 166-177). New York: Routledge.
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
Elassy, N. (2013). A model of student involvement in the quality assurance system at institutional level. Quality Assurance in Education, 21(2), 162-198. https://doi.org/10.1108/09684881311310692
ESG. (2015). Standards and guidelines for quality assurance in the European Higher Education
Area (ESG). Brussels: European Association for Quality Assurance in Higher Education.
Retrieved from https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121-125. Retrieved from https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57376/43149
Gordon, G. (2010). SoTL and the quality agenda. International Journal for the Scholarship of Teaching and Learning, 4(2). https://doi.org/10.20429/ijsotl.2010.040203
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/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Hutchings, P., Borin, P., Keesing-Styles, L., Martin, L., Michael, R., Scharff, L., Simkins, S., & Ismail, A. (2013). The scholarship of teaching and learning in an age of accountability: Building bridges. Teaching & Learning Inquiry, 1(2), 35-47. https://doi.org/10.20343/teachlearninqu.1.2.35
Kezar, A. J. (2005). Challenges for higher education in serving the public good. In A. J. Kezar, A. C. Chambers, & J. C. Burkhardt (Eds.), Higher education for the public good: Emerging voices from a national movement (pp. 23-42). San Francisco, CA: Jossey-Bass.
Kezar, A. J., Chambers, A. C., & Burkhardt, J. C. (Eds.). (2005). Higher education for the public good: Emerging voices from a national movement. San Francisco, CA: Jossey-Bass.
Little, B., & Williams, R. (2010). Students’ roles in maintaining quality and in enhancing learning: Is there a tension? Quality in Higher Education, 16(2), 115-127. https://doi.org/10.1080/13538322.2010.485740
Lizzio, A., & Wilson, K. (2009). Student participation in university governance: The role conceptions and sense of efficacy of student representatives on departmental committees. Studies in Higher Education, 34(1), 69-84. https://doi.org/10.1080/03075070802602000
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. International Journal for Academic Development, 21(1), 4-15. https://doi.org/10.1080/1360144X.2015.1113538
Marquis, E., Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: The reflections of participants at an international summer institute. Teaching in Higher Education, 22(6), 720-735. https://doi.org/10.1080/13562517.2017.1289510
McKenny, P., Varanese, J., & Anderson, C. (2017, November). Program review: Nightmare? or dream come true with student-staff-faculty partnerships! Paper presented at Research on Teaching & Learning, Hamilton, ON.
McKinney, K., Jarvis, P., Creasey, G., & Herrmann, D. (2010). A range of student voices in the scholarship of teaching and learning. In C. Werder & M. M. Otis (Eds.), Engaging student voices in the study of teaching and learning (pp. 81-95). Sterling, VA: Stylus Publishing.
McMaster University. (2003). Mission and vision. Retrieved from https://president.mcmaster.ca/mission-and-vision/
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & 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
Miller-Young, J. E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, A., & Ward, V. (2017). Leading up in the scholarship of teaching and learning. Canadian Journal for the Scholarship of Teaching and Learning, 8(2), 1-17. https://doi.org/10.5206/cjsotl-rcacea.2017.2.4
Ontario Universities Council on Quality Assurance. (2010). Quality assurance framework. Toronto: Ontario Universities Council on Quality Assurance. Retrieved from https://oucqa.ca/resources-publications/quality-assurance-framework/
Openo, J. A., Laverty, C., Kolomitro, K., Borin, P., Goff, L., Stranach, M., & Gomaa, N. (2017). Bridging the divide: Leveraging the scholarship of teaching and learning for quality enhancement. Canadian Journal for the Scholarship of Teaching and Learning, 8(2), 1-18. https://doi.org/10.5206/cjsotl-rcacea.2017.2.6
Parry, K. W. (2011). Constant comparison. In M. Lewis-Beck, A. Bryman, & T. Futing Liao (Eds.), The SAGE encyclopedia of social science research methods. Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781412950589
Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In R. Land & G. Gordon (Eds.), Enhancing quality in higher education: International perspectives (pp. 118-128). London: Routledge.
Province of Ontario. (2018). College and university strategic mandate agreements, 2017-2020. Retrieved from https://www.ontario.ca/page/college-and-university-strategic-mandate-agreements-2017-2020
Quality Assurance Agency. (2018). The revised UK quality code for higher education. Gloucester: Quality Assurance Agency UK Standing Committee for Quality Assessment. Retrieved from https://www.qaa.ac.uk/quality-code
Quality Assurance Agency Scotland. (n.d.). Quality enhancement framework. Retrieved from https://www.qaa.ac.uk/scotland/quality-enhancement-framework
Rauhvargers, A., Deane, C., & Pauwels, W. (2009). Bologna process stocktaking report. Leuven/Louvain la Neuve: Bologna Follow-up Group Stocktaking Working Group. Retrieved from http://www.ehea.info/pid34367/implementation-and-national-reports.html
Shah, M., Hartman, K., & Hastings, G. (2014). Partners or opponents: The engagement of students in a compliance driven quality assessment. Perspectives: Policy and Practice in Higher Education, 18(1), 20-28. https://doi.org/10.1080/13603108.2013.835288
Stensaker, B., & Harvey, L. (2011). Accountability in higher education: Global perspectives on trust and power. New York: Routledge.
van der Velden, G. M., Naidoo, R., Lowe, J. A., Bótas, P. C. P., & Pool, A. D. (2013). Student engagement in learning and teaching quality management. Gloucester: Quality Assurance Agency for Higher Education. Retrieved from http://www.bath.ac.uk/learningandteaching/pdf/student_engagement/Project_Report_11.9.2013.pdf
Varwell, S. (2016). Engaging students in Institution-led review: A practice guide for universities and students’ associations. Retrieved from https://www.sparqs.ac.uk/upfiles/ILR%20Practice%20Guide.pdf
Wall, A. F., Hursh, D., & Rodgers III, J. W. (2014). Assessment for whom: Repositioning higher education assessment as an ethical and value-focused social practice. Research & Practice in Assessment, 9, 5-17. Retrieved from http://www.rpajournal.com/assessment-for-whom-repositioning-higher-education-assessment-as-an-ethical-and-value-focused-social-practice/
Weller, S., & Mahbubul, A. (2019). The student role in quality: From data source to partner and back again. In R. Ellis & E. Hogard (Eds.), Handbook of quality assurance for university teaching (pp. 196-207). New York: Routledge.
Wijaya Mulya, T. (2018). Contesting the neoliberalisation of higher education through student-faculty partnership. International Journal for Academic Development, 1, 86-90. https://doi.org/10.1080/1360144X.2018.1520110
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Published
2019-09-19
How to Cite
McKenny, P., & Anderson, C. (2019). Quality with integrity: Working in partnership to conduct a program review. International Journal for Students as Partners, 3(2), 27–43. https://doi.org/10.15173/ijsap.v3i2.3757
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