Partnership values: An evaluation of student-staff research projects at a UK higher education institution

Auteurs-es

  • Xeina Ali
  • James Tatam
  • Karen Gravett University of Surrey
  • Ian M. Kinchin

DOI :

https://doi.org/10.15173/ijsap.v5i1.4354

Mots-clés :

students as partners, concept mapping, power, student-staff partnerships, inclusivity

Résumé

This research study contributes to understandings of partnership approaches through an evaluation of a number of student-staff research partnership projects that took place across one higher education institution. Drawing on data from semi-structured interviews with both the staff and students involved in the twenty research projects, our data were analysed to surface the underpinning values that informed the partnership process. As a result, this article offers an opportunity to evaluate partnership projects in context, as well as to explore how partnership may serve as a disruptive force in higher education. We conclude with a consideration of how investigating the ways in which students and staff conceptualise student-staff partnership can be valuable, and with recommendations for others considering similar partnership projects.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

Authors (Eds.) (2020) Enhancing student-centred teaching in higher education: The landscape of student-staff partnerships. Cham, Switzerland, Palgrave Macmillan.
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.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa
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.
Gravett, K., Kinchin, I. M. & Winstone, N. E. (2019). More than customers: Conceptions of students as partners held by students, staff, and institutional leaders, Studies in Higher Education, https://doi.org/10.1080/03075079.2019.1623769
Healey, M., Flint, A. and Harrington, K. (2014). Engagement Through Partnership: Students as Partners in Learning and Teaching in Higher Education. New York: Higher Education Academy. Available at: https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-andteaching-higher-education.
Lubicz-Nawrocka, T. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2(1), 48. https://doi.org/10.15173/ijsap.v2i1.3207
Kinchin, I. M. (2014). Concept mapping as a learning tool in higher education: a critical analysis of recent reviews. The Journal of Continuing Higher Education, 66(1), 39 - 49. https://doi.org/10.1080/07377363.2014.872011
Kinchin, I. M., Streatfield, D. & Hay D.B. (2010). Using concept mapping to enhance the research interview. International Journal of Qualitative Methods, 9(1), 52 - 68. https://doi.org/10.1177%2F160940691000900106

Machado, C. T. & Carvalho, A. A. (2020) Concept mapping: Benefits and challenges in higher education. The Journal of Continuing Higher Education, https://doi.org/10.1080/07377363.2020.1712579

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 .
Mercer-Mapstone, L. and Abbot, S. (2020). The power of partnership: Students, staff, and faculty revolutionizing higher education. Centre for Engaged Learning.
Murphy, R., Nixon, S., Brooman, S., & Fearon, D. (2017). “I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership. International Journal for Students As Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3055
Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. (2nd Edn.) Oxford: Routledge.

Téléchargements

Publié-e

2021-05-07

Comment citer

Ali, X., Tatam, J., Gravett, K., & Kinchin, I. M. (2021). Partnership values: An evaluation of student-staff research projects at a UK higher education institution. International Journal for Students as Partners, 5(1), 12–25. https://doi.org/10.15173/ijsap.v5i1.4354

Numéro

Vol. 5 No. 1 (2021)

Rubrique

Research Articles

Licence

(c) Tous droits réservés Xeina Ali, James Tatam, Karen Gravett, Ian M. Kinchin 2021

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

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).