Co-creating real-world research skills

Authors

  • Julie Prescott University of Bolton
  • Duncan Cross
  • Pippa iliff

DOI:

https://doi.org/10.15173/ijsap.v4i1.3716

Keywords:

research skills, student as partners, teaching and learning, higher education technology

Abstract

This case study considers a students-as-partners’ research project that aimed to develop technologically-driven tools to enhance teaching and learning in higher education. It focuses on how the project enabled student participants to gain real world research skills and experience. We present reflections from both a student and a staff perspective and propose START (Support, Time, Adapt, Risks, Trust) as an approach to engage students to gain real-world research skills. Support refers to providing support for skills gaps and learning in an applied setting. Time refers to providing time to settle into the project and develop confidence, including realistic timeframes and deadlines. Adapt refers to giving students the space to develop not only the required skills but also the tools to develop their own abilities and confidence through a supportive, flexible and open environment. Risks refers to taking risks for example in terms of roles, responsibilities and leadership. Trust refers to providing guidance and encouragement that will allow students to achieve on their own and take shared ownership.

Downloads

Download data is not yet available.

References

Celuch, K., Bačić, D., Chen, M. W., Maier-Lytle, J., & Smothers, J. (2018). The potential of student co-creation in extracurricular experiences. Marketing Education Review, 28(3), 230-243. https://doi.org/10.1080/10528008.2017.1419432
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 & Learning Inquiry, 4(2), 1-14. https://doi.org/10.20343/10.20343/teachlearninqu.4.2.5
Cook-Sather, A., & Agu, P. (2013). Student consultants of color and faculty members working together toward culturally sustaining pedagogy. To Improve the Academy, 32(1), 271-285. https://doi.org/10.1002/j.2334-4822.2013.tb00710.x
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Josey-Bass.
Curran, R., & Millard, L. (2015). A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers. International Journal for Academic Development, 21(1), 67-78. https://doi.org/10.1080/1360144X.2015.1120212
Dickerson, C., Jarvis, J. & Stockwell, L. (2016). Staff-student collaboration: Student learning from working together to enhance educational practice in higher education. Teaching in Higher Education, 21(3), 249-265. https://doi.org/10.1080/13562517.2015.1136279
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York, UK: Higher Education Academy. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Little, S., Sharp, H., Stanley, L., Hayward, M., Gannon-Leary, P., O’Neill, P., & Williams, J. (2011). Collaborating for staff-student partnerships: Experiences and observations. In S. Little (Ed.). Staff-student Partnerships in Higher Education (pp. 215-226). London, UK: Continuum.
Mercer-Mapstone, L., Dvorakova, S. L., Groenendijk, L., & Matthews, K. E. (2017). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 1(21). Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss21/8/
Mercer-Mapstone, L., Dvorakova, L.S., 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), 143-154.
Mercer-Mapstone, L., Marquis, E., & McConnell, C. (2018). The “partnership identity” in higher education: Moving from “Us” and “Them” to “We” in student-staff partnership. Student Engagement in Higher Education Journal, 2(1), 12-29.
Nygaard, C., Brand, S., Bartholomew, P., & Millard, L. (2013). Student engagement: identity, motivation and community. Faringdon, UK: Libri Publishing.
Pauli, R., Raymond-Barker, B. & Worrell, M. (2016). The impact of pedagogies of partnership on the student learning experience in UK higher education: a psychological perspective. York, UK: HEA. Retrieved from https://www.heacademy.ac.uk/resource/impact-pedagogies-partnership-student-learning-experience-ukhigher-education
Werder, C., & Otis, M. (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Werder, C., Thibou, S., & Kaufer, B. (2012). Students as co-inquirers: A requisite theory in educational development. Journal of Faculty Development, 26(3), 34-38.

Downloads

Published

2020-04-09

How to Cite

Prescott, J., Cross, D., & iliff, P. (2020). Co-creating real-world research skills. International Journal for Students As Partners, 4(1), 120–127. https://doi.org/10.15173/ijsap.v4i1.3716

Issue

Section

Case Studies