Building co-curricular learning experiences: Lessons from a student-driven experiential learning initiative underpinned by a student-staff collaborative model

Auteurs-es

DOI :

https://doi.org/10.15173/ijsap.v6i2.5059

Mots-clés :

co-curricular learning experiences, experientail learning initiative, student-staff collaborative model, government and laws, Hong Kong universities

Résumé

In this case study, both authors look into their experiences with a student-driven experiential learning initiative in the form of an academic services committee. The committee embodies a developing community of undergraduate students reading the double degrees in government and laws and also aims at promoting the scholarly study of public affairs and jurisprudence within a traditional and comprehensive research-intensive Hong Kong university. As the flagship student community of the double degree programme, the committee provides tailor-made services for current students and connects them to alumni networks. The authors critically evaluate the multipurpose nature of the committee by applying the five criteria for successful staff-student collaborations, namely (a) reciprocal trust and respect, (b) self-efficacy, (c) flexibility and autonomy, (d) commitment, as well as (e) ownership and responsibility (Martens et al., 2019). Within a synergic collaborative model, students can assume a leadership role in creating and managing multidisciplinary co-curricular learning experiences, with faculty members only assuming indirect, non-voting, and advisory roles under limited circumstances.

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Références

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Martens, S. E., Spruijt, A., Wolfhagen, I. H., Whittingham, J. R., & Dolmans, D. H. (2019). A students’ take on student–staff partnerships: Experiences and preferences. Assessment & Evaluation in Higher Education, 44(6), 910–919. https://doi.org/10.1080/02602938.2018.1546374

Nachatar Singh, J. K. (2019). Evidence and benefits of postgraduate international students-staff members partnership in extra-curricular activities: A Malaysian perspective. Higher Education Research & Development, 38(7), 1475–1488. https://doi.org/10.1080/07294360.2018.1436527

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Publié-e

2022-10-18

Comment citer

Lam, M. H. A., & Tam, C. H. A. (2022). Building co-curricular learning experiences: Lessons from a student-driven experiential learning initiative underpinned by a student-staff collaborative model. International Journal for Students as Partners, 6(2), 61–68. https://doi.org/10.15173/ijsap.v6i2.5059

Numéro

Rubrique

Case Studies