Students as partners in China: Investigating the potentials and possibilities for growing practices across universities
DOI :
https://doi.org/10.15173/ijsap.v5i2.4767Mots-clés :
students as partners, Chinese higher education, student engagement, learner-teacher interaction, undergraduate teaching and learningRésumé
There is a small but growing body of literature about engaging students as partners (SaP) in Asian countries. To further collective understanding of learner-teacher partnership practices in China, we invited undergraduate students and academics from three Chinese universities to complete a survey on their involvement in, and sense of importance of, 17 practices that align with SaP activities. The 402 students and 85 academic staff who engaged in the survey reported high levels of agreement about the importance of such practices that foster learner-teacher interactions although levels of involvement were lower. The findings demonstrate that SaP practices are unfolding in Chinese universities with evidence of a desire for growth of such activities. Our findings reveal potentials and possibilities for growing such practices in Chinese universities while raising questions about the underlying drivers and values motivating increased interest in learner-teacher interactions that warrant further qualitative research.
Téléchargements
Références
Begley, G. S., Berkey, R. E., Roe, L. M., & Schuldt, H. E. (2019). Becoming partners: Faculty come to appreciate undergraduates as teaching partners in a service-learning teaching assistant program. International Journal for Students as Partners, 3(1), 89–105. https://doi.org/10.15173/ijsap.v3i1.3669
Bindra, G., Easwaran, K., Firasta, L., Hirsch, M., Kapoor, A., Sosnowaki, A., Stec-Marksman, T., & Vatansever, G. (2018). Increasing representation and equity in students as partners initiatives. International Journal for Students as Partners, 2(2), 11–15. https://doi.org/10.15173/ijsap.v2i2.3536
Bovill, C. (2019). Student-staff partnerships in learning and teaching: An overview of current practice and discourse. Journal of Geography in Higher Education, 43(4), 385–398. https://doi.org/10.1080/03098265.2019.1660628
Bovill, C. (2020). Co-creating learning and teaching: Towards relational pedagogy in higher education. Critical Publishing.
Carless, D., & Yuen-Ying Kwan, C. (2019). Inclusivity, hierarchies, and culture: Two neophytes reflect on the fourth International Students as Partners Institute. International Journal for Students as Partners, 3(2), 1–5. https://doi.org/10.15173/ijsap.v3i2.4126
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching and learning: A guide for faculty. Jossey-Bass.
Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about Students as Partners. International Journal for Students as Partners, 2(2), 1–9. https://doi.org/10.15173/ijsap.v2i2.3790
Cheng, S. (2019). Student engagement with institutional governance in contemporary Chinese universities: An internationalisation process. [Master’s thesis, University of Victoria, Greater Victoria, Canada]. https://dspace.library.uvic.ca/handle/1828/11032
Daniello, F., & Acquaviva, C. (2019). A faculty member learning with and from an undergraduate teaching assistant: Critical reflection in higher education. International Journal for Students as Partners, 3(2), 109–117. https://doi.org/10.15173/ijsap.v3i2.3771
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
Green, W. J. (2019). Stretching the cultural-linguistic boundaries of “Students as Partners.” International Journal for Students as Partners, 3(1), 84–88. https://doi.org/10.15173/ijsap.v3i1.3791
Guo, F., & Shi, J. (2016). The relationship between classroom assessment and undergraduates’ learning within Chinese higher education system. Studies in Higher Education, 41(4), 642–663. https://doi.org/10.1080/03075079.2014.942274
Guo, J. (2018). Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates. Studies in Educational Evaluation, 59, 195–208. https://doi.org/10.1016/j.stueduc.2018.08.002
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, M., & Healey, R. (2018). ‘It depends’: Exploring the context-dependent nature of students as partners practices and policies. International Journal for Students as Partners, 2(1), 1–10. https://doi.org/10.15173/ijsap.v2i1.3472
Healey, M., Matthews, K. E., & Cook-Sather, A. (2020). Writing about learning and teaching in higher education: Creating and contributing to scholarly conversations across a range of genres. Center for Engaged Learning, Elon University. https://doi.org/10.36284/celelon.oa3
Kim, Y., Dykema, J., Stevenson, J., Black, P., & Moberg, D. P. (2018). Straightlining: Overview of measurement, comparison of indicators, and effects in mail-web mixed-mode surveys. Social Science Computer Review, 37(2), 214–233. https://doi.org/10.1177/0894439317752406
Li, Y. (2010). Quality assurance in Chinese higher education. Research in Comparative and International Education, 5(1), 58–76. https://doi.org/10.2304%2Frcie.2010.5.1.58
Liang, Y., Dai, K., & Matthews, K. E. (2020). Students as partners: A new ethos for the transformation of teacher and student identities in Chinese higher education. International Journal of Chinese Education, 9(2), 131–150. https://doi.org/10.1163/22125868-12340124
Liang, Y., & Matthews, K. E. (2021). Students as partners practices and theorisations in Asia: A scoping review. Higher Education Research & Development, 40(3), 552–566. https://doi.org/10.1080/07294360.2020.1773771
Liang, Y., & Matthews, K. E. (under review). Engaging students as partners in learning and teaching in Chinese universities influenced by Confucian values: Historical compatibilities and contemporary possibilities.
Liu, J., & Wang, X. (2015). Expansion and differentiation in Chinese higher education. International Higher Education, 60, 7–8. https://doi.org/10.6017/ihe.2010.60.8503
Luo, Y., Guo, F., & Shi, J. (2018). Expansion and inequality of higher education in China: How likely would Chinese poor students get to success? Higher Education Research & Development, 37(5), 1015–1034. https://doi.org/10.1080/07294360.2018.1474856
Ma, J. (2020). Value co-creation in the tunnel engineering course design and implementation. Proceedings of the 2020 3rd International Seminar on Education Research and Social Science, 516, 1–5. https://doi.org/10.2991/assehr.k.210120.001
Matthews, K. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1). https://sehej.raise-network.com/raise/article/view/380
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 1–9. https://doi.org/10.15173/ijsap.v1i2.3315
Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2019). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in university teaching and learning. Higher Education Research & Development, 38(2), 280–293. https://doi.org/10.1080/07294360.2018.1530199
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957–971. https://doi.org/10.1007/s10734-018-0257-y
Matthews, K. E., & Hodgson, Y. (2012). The science student skills inventory: Capturing graduate perceptions of their learning outcomes. International Journal of Innovation in Science and Mathematics Education, 20(1), 24–43. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/6648
Matthews, K. E., Groenendijk, L. J., & Chunduri, P. (2017). We want to be more involved: Student perceptions of students as partners across the degree program curriculum. International Journal for Students as Partners, 1(2), 1–16. https://doi.org/10.15173/ijsap.v1i2.3063
McCluskey, A., & Lalkhen, A. G. (2007). Statistics IV: Interpreting the results of statistical results. Continuing Education in Anaesthesia Critical Care & Pain, 7(6), 208–212. https://doi.org/10.1093/bjaceaccp/mkm042
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), 1–23. https://doi.org/10.15173/ijsap.v1i1.3119
Ministry of Education, China (MOE). (2019a). Number of higher education institutions. http://en.moe.gov.cn/documents/statistics/2018/national/201908/t20190812_394215.html
Ministry of Education, China (MOE). (2019b). Number of students in higher education institutions. http://en.moe.gov.cn/documents/statistics/2018/national/201908/t20190812_394213.html
Peters, J., & Mathias, L. (2018). Enacting student partnership as though we really mean it: Some Freirean principles for a pedagogy of partnership. International Journal for Students as Partners, 2(2), 53–70. https://doi.org/10.15173/ijsap.v2i2.3509
Ross, A., & Willson, V. L. (2017). Basic and advanced statistical tests. Rotterdam: SensePublishers. http://doi.org/10.1007/978-94-6351-086-8
Sargent, T., & Xiao, Y. (2018). Teaching reform in Chinese undergraduate education. Chinese Education & Society, 51(4), 245–247. https://doi.org/10.1080/10611932.2018.1494414
Wright, S., & Zheng, L. (2016). English in Chinese higher education: Past difficulties, current initiatives and future challenges. Journal of World Languages, 3(3), 167–183. https://doi.org/10.1080/21698252.2017.1292989
Yin, H. (2018). What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research. Higher Education, 76, 827–847. https://doi.org/10.1007/s10734-018-0239-0
Yin, H., & Ke, Z. (2017). Students’ course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education. Assessment & Evaluation in Higher Education, 42(7), 1145–1158. https://doi.org/10.1080/02602938.2016.1235679
Yin, H., & Wang, W. (2016). Undergraduate students’ motivation and engagement in China: An exploratory study. Assessment & Evaluation in Higher Education, 41(4), 601–621. https://doi.org/10.1080/02602938.2015.1037240
Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality and the efforts on approaches to studying and course satisfaction. Higher Education, 71, 39–57. https://doi.org/10.1007/s10734-015-9887-5
Zepke, N., & Leach, L. (2010). Beyond hard outcomes: ‘Soft’ outcomes and engagement as student success. Teaching in Higher Education, 15(6), 661–673. https://doi.org/10.1080/13562517.2010.522084
Zhang, Z., Hu, W., & McNamara, O. (2015). Undergraduate student engagement at a Chinese university: A case study. Educational Assessment, Evaluation and Accountability, 27, 105–127. https://doi.org/10.1007/s11092-015-9213-x
Zhao, L. (2018). China’s world-class 2.0: Towards more institutionalised and participatory policymaking. The Copenhagen Journal of Asian Studies, 36(1), 5–27. https://doi.org/10.22439/cjas.v36i1.5510
Zhao, L., & Wang, S. (2018). A case study on the flipped classroom in a Chinese undergraduate course. Proceedings of the 2018 Seventh International Conference of Educational Innovation through Technology, 244–249. https://doi.org/10.1109/EITT.2018.00056
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Yifei Liang, Kelly E. Matthews 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).
