Empowering student partners

Reflections on the dynamics of student-staff partnerships

Authors

DOI:

https://doi.org/10.15173/ijsap.v9i1.5864

Keywords:

student-staff partnership, narrative interviews, trust, power dynamics

Abstract

This case study reflects on a project that utilised student-staff partnerships to explore how best to prepare staff for collaboration in such partnerships. Eight student researchers worked together across four higher education institutions in the United Kingdom, conducting interviews with 41 participants, including both staff and students. The partnerships studied at these institutions, represents a mix of research-intensive and teaching-focused universities, covering a wide range of academic disciplines. The project examined experiences and the values of partnership, offering practical insights to support the development of successful student-staff collaborations. This student-led initiative summarises key findings, such as how narrative interviews facilitated an understanding of partnership values. It presents a practical resource toolkit to support institutions engaging in partnership work. Collaborative efforts were crucial in exploring power dynamics and trust within the project. The reflections in this case study will be valuable for students, educators, researchers, and others interested in developing student-staff partnership projects.

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Author Biographies

Kevwe Olomu, University of Salford

She completed her PhD degree in Environmental Studies at the University of Salford and is now a Lecturer in Corporate Environmental Management and Sustainability at the University of Salford School of Science Engineering and Environment.  

Elizabeth King, School of Art, Media, & Creative Technology, University of Salford

She is studying for an MA in Contemporary Fine Art at the University of Salford and is an Associate Lecturer in the Directorate of Art & Design in Critical & Contextual Studies.

Oindrilla Ghosh, School of Psychology, University of Sussex

She completed her MSc in Foundations in Clinical Psychology and Mental Health at the University of Sussex and is currently a PhD researcher in Psychology at Ulster University, School of Psychology, Faculty of Life and Health Sciences.

Susan Smith, University College London

Susan Smith is Deputy Director (Student Experience) and a Professor of Accounting at UCL School of Management. Susan is a Fellow of the Institute of Chartered Accountants in England and Wales and holds a PhD in Accounting. She is a National Teaching Fellow (2022) and a Principal Fellow of Advance HE.

Catherine McConnell, University of Brighton

Catherine McConnell is the Head of Student Academic Success at the University of Brighton. Her recent Doctorate in Education focused on investigating the complexities of student-staff partnerships in learning and teaching.

Claire Hamshire, Vice Chancellor's Office, University of Salford

Professor of Higher Education and the Associate Pro Vice-Chancellor of Education and Student Experience at the University of Salford, UK. She is also a UK Advance HE National Teaching Fellow, Principal Fellow and CATE award holder.

References

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Published

2025-05-19

How to Cite

Olomu, K., King, E., Ghosh, O., Smith, S., McConnell, C., & Hamshire, C. (2025). Empowering student partners: Reflections on the dynamics of student-staff partnerships. International Journal for Students as Partners, 9(1), 192–200. https://doi.org/10.15173/ijsap.v9i1.5864

Issue

Vol. 9 No. 1 (2025)

Section

Case Studies

License

Copyright (c) 2025 Kevwe Olomu, Elizabeth King, Oindrilla Ghosh, Susan Smith, Catherine McConnell , Claire Hamshire

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