Trilateral partnership: An institution and students’ union collaborative partnership project to support underrepresented student groups
DOI :
https://doi.org/10.15173/ijsap.v5i1.4455Mots-clés :
widening participation, student voice, students' union, inclusivity and diversityRésumé
This case study describes a staff-student partnership project from the perspective of three staff members based across independent departments within a UK higher education institution (HEI) and its students’ union. The authors, drawing upon an intersecting passion for advancing student equality, diversity, inclusion, widening participation and student engagement, developed a cross-collaborative and student-centred partnership project to create a series of guides specifically for underrepresented student groups. The guides, which sought to provide appropriate information and guidance in order to actively enhance students’ overall experience whilst navigating university life, were developed and co-created through lived student experience. This case study critically reflects upon this form of partnership, along with its benefits and challenges, and considers its contribution to literature on staff-student partnership beyond the formal realm of learning and teaching.
Téléchargements
Références
Alterline. (2019). The Black student attainment gap: Exploring the lived experience of Black students. [Unpublished report].
Acai, A., Akesson, B., Allen, M., Chen, V., Mathany, C., McCollum, B., & Verwoord, R. E. M. (2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and definitions. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2).
https://doi.org/10.5206/cjsotl-rcacea.2017.2.8
Bols, A. T. G. (2017). Enhancing student representation. The Journal of Educational Innovation, Partnership and Change, 3(1), 81–89. https://doi.org/10.21100/jeipc.v3i1.585
Brooks, R., Byford, K., & Sela, K. (2015). The changing role of students’ unions within contemporary higher education. Journal of Education Policy, 30(2), 165–181. https://doi.org/10.1080/02680939.2014.924562
Bryson, C., & Furlonger, R. (2018). A shared reflection on risk in trying to work with students in partnership. Teaching and Learning Together in Higher Education, 1(24). https://repository.brynmawr.edu/tlthe/vol1/iss24/8
Carey, P. (2018). The impact of institutional culture, policy and process on student engagement in university decision-making. Perspectives: Policy and Practice in Higher Education, 22(1), 11–18. https://doi.org/10.1080/13603108.2016.1168754
Committee of University Chairs, & National Union of Students. (2011). Guide for members of higher education governing bodies: Supplementary guide regarding the role of university governing bodies in relation to student’s unions. https://www.universitychairs.ac.uk/wp-content/uploads/2016/02/guide_for_members_of_higher_education_bodies.pdf
Cook-Sather, A. (2009). From traditional accountability to shared responsibility: The benefits and challenges of student consultants gathering midcourse feedback in college classrooms. Assessment & Evaluation in Higher Education, 34(2), 231–241. https://doi.org/10.1080/02602930801956042
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Wu & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175–191). Bloomsbury Academic.
Day, M., & Dickinson, J. (2018). David versus Goliath: The past, present and future of students’ unions in the UK (HEPI Report 111). Higher Education Policy Institute. https://www.hepi.ac.uk/wp-content/uploads/2018/09/HEPI-Students-Unions-Report-111-FINAL-EMBARGOED1.pdf
Department for Business, Innovation and Skills. (2014). National strategy for access and student success in higher education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/299689/bis-14-516-national-strategy-for-access-and-student-success.pdf
Dickinson, J. (2020). Covid-19 puts “student partnership” to the test. WonkHE. https://wonkhe.com/blogs/covid-19-puts-student-partnership-to-the-test/
Dunne, E., & Zandstra, R. (2011). Students as change agents: New ways of engaging with learning and teaching in higher education. ESCalate. www.escalate.ac.uk
Dwyer, A. (2018). Toward the formation of genuine partnership spaces. International Journal for Students as Partners, 2(1), 11–15. https://doi.org/10.15173/ijsap.v2i1.3503
Elkington, S. (2014). Academic engagement: Engaging who and to what end? In C. Bryson (Ed.), Understanding and developing student engagement (pp. 176–190). Routledge.
Equality Act 2010. (2010). https://www.legislation.gov.uk/ukpga/2010/15/contents
Fletcher, A. F. (2017). Student voice revolution: The meaningful student involvement handbook. CommonAction Publishing.
Formby, E. (2017). How should we “care” for LGBT+ students within higher education? Pastoral Care in Education, 35(3), 203–220. https://doi.org/10.1080/02643944.2017.1363811
Guan, L., Cole, M., & Worthington, F. (2016). University students’ unions: Changing functions, a UK and comparative perspective. Studies in Higher Education, 41(12), 2095-2109. https://doi.org/10.1080/03075079.2015.1010076
GuildHE, & The Student Engagement Partnership (TSEP). (2015). Making student engagement a reality: Turning theory into practice. https://www.guildhe.ac.uk/wp-content/uploads/2015/11/6472-Guild-HE-Student-Engagement-Report-36pp.pdf
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. AdvanceHE. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, M., & Healey, R. L. (2019). Essential frameworks for enhancing student success: Student engagement through partnership. AdvanceHE. https://www.advance-he.ac.uk/knowledge-hub/essential-frameworks-enhancing-student-success-student-engagement-through-partnership
Jayne Briggs, S., Robinson, Z. P., Louise Hadley, R., & Laycock Pedersen, R. (2019). The importance of university, students and students’ union partnerships in student-led projects: A case study. International Journal of Sustainability in Higher Education , 20(8), 1409–1427. https://doi.org/10.1108/IJSHE-01-2019-0050
Kernohan, D. (2020). Which universities are moving to remote teaching? WonkHE. https://wonkhe.com/blogs/which-universities-are-moving-to-remote-teaching/
Khan, O. (2020). Covid-19 must not derail efforts to eliminate equality gaps. WonkHE. https://wonkhe.com/blogs/covid-19-must-not-derail-efforts-to-eliminate-equality-gaps/
Lowe, T., Shaw, C., Sims, S., King, S., & Paddison, A. (2017). The development of contemporary student engagement practices at the University of Winchester and Winchester Student Union, UK. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3082
Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education, 1(1).
Mercer-Mapstone, L., & Abbot, S. (2020). The power of partnership: Students, staff, and faculty revolutionizing higher education. Centre for Engaged Learning. https://doi.org/10.36284/celelon.oa2
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 sartners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
Mercer-Mapstone, L., Islam, M., & Reid, T. (2019). Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives. Teaching in Higher Education, 26(1), 1–19. https://doi.org/10.1080/13562517.2019.1655396
Mercer-Mapstone, L., & Marie, J. (2019). Practical guide: Scaling up student-staff partnership in higher education. https://discovery.ucl.ac.uk/id/eprint/10069252/
Naidoo, R., & Williams, J. (2015). The neoliberal regime in English higher education: Charters, consumers and the erosion of the public good. Critical Studies in Education, 56(2), 208–223. https://doi.org/10.1080/17508487.2014.939098
Neary, M., Saunders, G., Hagyard, A., & Derricott, D. (2014). Student as producer: Research-engaged teaching, an institutional strategy. The Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/projects/lincoln_ntfs_2010_project_final_report_fv.pdf
O’Shea, S. (2018). Equity and students as partners: The importance of inclusive relationships. International Journal for Students as Partners, 2(2), 16–20. https://doi.org/10.15173/ijsap.v2i2.3628
Office for Students. (2018). Securing student success: Regulatory framework for higher education in England. https://www.officeforstudents.org.uk/media/1406/ofs2018_01.pdf
Office for Students. (2020). Regulatory notice 1: Access and participation plan guidance. https://www.officeforstudents.org.uk/media/ee5a189a-2ed1-4345-803e-e02d38384025/regulatory-notice-1-guidance-may-2020.pdf
Shaw, C., & Atvars, T. (2018). Two sides of the same coin: A university and student union perspective on partnership and risk. Teaching and Learning Together in Higher Education, 1(24). https://repository.brynmawr.edu/tlthe/vol1/iss24/6/
University of Winchester. (2019). 2020-21 to 2024-25 access and participation plan. https://www.winchester.ac.uk/about-us/leadership-and-governance/access-and-participation-statement/
Universities UK, & National Union of Students. (2019). Black, Asian and minority ethnic student attainment at UK universities: #ClosingTheGap. https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2019/bame-student-attainment-uk-universities-closing-the-gap.pdf
Wenstone, R. (2012). A manifesto for partnership. National Union of Students. https://www.nusconnect.org.uk/resources/a-manifesto-for-partnership
Wijaya Mulya, T. (2019). Contesting the neoliberalisation of higher education through student-faculty partnership. International Journal for Academic Development, 24(1), 86–90. https://doi.org/10.1080/1360144X.2018.1520110
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Maisha Islam, Tiffany-Lily Burnett, Sarah-Louise Collins 2021
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).
